Course Syllabus

Indiana University

School of Social Work

 

S221 Human Growth and Development in the Social Environment (3 cr.)

 

Section:       25254	Instructor Name:   Dr. Carolyn Gentle-Genitty
Semester:    Fall 2014   Time: 9:00-11:40	Office:   ES 4138K
Classroom Location: ES2127	Office Hours: By appointment OR Student Mondays
Phone:  317-274-3965 – voice mail goes to my email Email:   cgentleg@iupui.edu

                                                                                               

Course Description and Place in the Curriculum

This course assists the undergraduate social work student in building a foundation for understanding human behavior and development in diverse contexts across the life course. The course emphasizes the interdependence of dynamic interactions between a person and that individual’s environment, and thus introduces students to implications for human development through a person-in-environment lens. S221 Human Growth and Development in the Social Environment explores influences of the biological, social, cultural, psychological and spiritual dimensions on individual human development and behavior. Students examine how the diverse contexts in which individuals live impact the range of human development and behavior in themselves and others. Understanding human behavior and development from a multidimensional perspective builds a strong foundation for development of skills later in the curriculum. Specifically, foundational concepts presented in this course help students apply critical thinking to an understanding of the diversity of human functioning and implications for the processes of social work assessment, evaluation and intervention.

 

The Council on Social Work Education (CSWE), the accrediting body for School’s of Social Work, requires Social Work Programs to demonstrate how each course in the curriculum helps students develop competencies expected of all who seek entry into the profession. Programs must document a match between course content and CSWE competencies defined in Educational Policy and Accreditation Standards (EPAS). This course, required in the BSW curriculum, draws upon basic knowledge and understanding of our diverse society. Course content contributes to building knowledge and skills for students to demonstrate EP 2.1.2 (apply social work ethical principles to guide professional practice); EP 2.1.4 (engage difference and diversity in practice); and, EP 2.1.7 (apply knowledge of human behavior and the social environment. S221 Human Growth and Development in the Social Environment serves as the first of three courses in the Human Behavior in the Social Environment sequence within the curriculum. The courses should be taken in sequence or concurrently.

 

Course Objectives and Competencies

Through active participation in the learning experiences and completion of the readings, assignments, and learning projects offered throughout this course, students are expected to:

221-1. Demonstrate knowledge of the essential wholeness of the human being with recognition of the physical, intellectual, emotional, spiritual, and social aspects of human functioning. [EP 2.1.7]

221-2. Demonstrate knowledge of systems perspective, ecological perspective, person-in-environment perspective, strengths perspective, and major theories of individual functioning. [EP 2.1.7]

221-3. Demonstrate knowledge about concepts, theories, current research, and literature on human development across the life course and within the context of social work practice. [EP 2.1.7]

221-4. Understand the influences of family interactions, family structures, and socio-cultural conditions on individuals’ development and functioning. [EP 2.1.7]

221-5. Demonstrate knowledge of human diversity and its significance in human development. [EP 2.1.4, EP 2.1.7]

221-6. Understand the impact of discrimination and inequality and the differential life experiences for at risk populations impacted by diverse social contexts. [EP 2.1.4]

221-7. Analyze the ethical implications of the values and assumptions of various theories of human behavior. [EP 2.1.2, 2.1.7]
                                                                                   

COURSE SCHEDULE

The course schedule is outlined below.  

 

CONTENT OUTLINE AND READING ASSIGNMENTS

Week	Topic, Focus, Activity	Required Reading *also see Supporting Reading List Section	Assignment Due *see Assignments Section
Weeks 1 Thursday August 28 CO1-5 /EP2.1.7	Introductions Review of Syllabus Expectations for students and instructor Course Overview 1) Weeks 1-5 – A) Define theory/concepts, B) learn 5 perspectives, C) explore Individual and families theories and the life course perspective Competency assignments: 5 one-page summaries 2) Weeks 6-10- A) Explore impact of theory knowledge on P.I.E. (Person-In-Environment) Competency Assignment: Articulate your case assignment (Includes: creative 5 minute you-tube presentation and submitted 1pg key fact sheet & references White Paper) 3) Weeks 11-15- A) Analyze ethics and values in relation to P.I.E. to demonstrate theory knowledge and impact Competency Assignment: Integrative Application Analysis Paper   All assignments graded using Critical thinking rubrics for PUL major emphasis of application and integration	Textbook Journal Articles SW Encyclopedia Apps and Web
Weeks 2 - 5 Thursday September 4, 11, 18, 25 CO1-5 /EP2.1.7	BPSS Assessment The Biopsychosocial perspective and Social Work ·   Culture Matters ·   Ethnocentrism The Biophysical Dimension of Social Functioning ·   Sociobiology & Neuroscience ·   Genetics ·   The brain ·   The impacts of health & wellness The Psychological Dimension of Social Functioning ·   Psychological Theories ·   Cognitive development ·   Moral development ·   Communication ·   Attitudes, Emotion, Self/Identity The Social Dimension of Social Functioning ·   Theories of social functioning ·   Dynamics of groups/families ·   Types of groups ·   Organizations ·   Considerations of diversity	Ashford Chapter 1 Focus on: pp. 7, 9, 18-48   Ashford Chapter 2 Focus on: pp. 65-92         Ashford Chapter 3 Focus on: pp. 96 – 104, 113-126.         Ashford Chapter 4 Focus on: pp. 143- 155, 160-168,177-191	All readings are due Week 1-5 Complete before or on the day noted.             1-page summaries Due Week 5 – September 25
	Life course Development Stages & ·         Diversity and cultural implications ·         Strengths and resilience Pregnancy, Birth, Newborn ·   Developmental themes/tasks ·   Biological: Fetal development, birth ·   Psychological: Contexts of pregnancy, birth ·   Social: Complications of pregnancy/birth, term  and premature newborns Infancy ·   Developmental themes/tasks ·   Biological: growth, development, risks, challenges, SIDS ·   Psychological: cognition, milestones & delays, communication, temperament, attachment ·   Social: Interactions and mental health, families Early Childhood ·         Developmental themes/tasks ·         Biological: growth, development, risks, challenges, motor skills ·         Psychological: cognition, milestones, attachment & behavior, morality ·         Social: families, school, play groups, autism Middle Childhood ·         Developmental themes/tasks ·         Biological: growth, development, risks, challenges, poverty ·         Psychological: cognition, milestones, IQ, identity and self concept ·         Social: families, schools, play groups, peers, discipline, bullying ·         Biological: growth, development, risks, challenges, sexuality Adolescence ·         Developmental themes/tasks ·         Psychological: cognition, milestones, self/identity, Morality & reasoning, suicide/self-harm ·         Social: families, school, alcohol/drugs, peers and conformity, runaway and truancy, cliques, body image, teen pregnancy Young Adulthood ·         Developmental themes/tasks ·         Biological: growth, health, wellness, disparities ·         Psychological: communication, mental health, belonging ·         Social: families, work, love/partnering, intimacy, divorce, AIDS, domestic violence, substance use Middle Adulthood ·         Developmental themes/tasks ·         Biological: Health and physical changes, wellness, disparities ·         Psychological: mental health, adjusting to mid-life, menopause ·         Social: families/stepfamilies, caregiving, empty-nesters, work, balance, optimism Late Adulthood ·         Developmental themes/tasks ·         Biological: Healthcare, medications, sexuality, end-of-life issues ·         Psychological: Loss, grief, spirituality, suicide, gero-transcendence ·         Social: families, parent-child relationships, grand-parenting, support networks, elder abuse	Ashford Chapter 5 Focus on: pp. 208-226, 230-232, 234-235.       Ashford Chapter 6 Focus on: pp. 245-261, 263-267, 272-276, 278-281,289-298       Ashford Chapter 7 Focus on: pp. 303-315, 315-321, 323-332, 347-352       Ashford Chapter 8 Focus on: pp. 365-374, 383-398, 400 – bullying             Ashford Chapter 9 Focus on: pp. 420-426, 429-437, 441-448, 450-457, 460-473, 476-481         Ashford Chapter 10 Focus on: pp. 489-498, 500-516, 522-537           Ashford Chapter 11 Focus on: pp.  542-546, 548-553, 556-567, 571-578, 580-587       Ashford Chapter 12 Focus on: pp.  596-610, 613-614, 616-620, 623-627, 630-634, 636-641, 642-643.	1-page summaries Due Week 5 – September 25
6-10 Thursday October 2, 9, 16, 23, &30 CO 6 /EP2.1.4,	Discussion and In-class exercises of impact Evaluation of Diversity … ·         Diversity and cultural implications ·         Strengths and resilience		Articulate Your Case Assignment –October 30, online
11-16 Thursday November 6, 13, 20, 27       December 4 & 11 CO 6-7 /EP2.1.2, 2.1.4, 2.1.7	Assessment of Learning ·         5 perspectives concept and theory, and theories for individuals, families, and PIE ·         Learning  how to apply and integrate     Discussion of Learning Feedback on Final paper Course Evaluation Professionalism Wrap up		Final paper Due Dec. 4 online             Professionalism Due Dec. 4, online

 

 

 

REQUIRED TEXT:

Ashford, J.B., & LeCroy, C.W. (2013). Human behavior in the social environment: A multidimensional perspective (5^th ed.). Belmont, CA: Brooks/Cole.

 

RECOMMENDED TEXT:

American Psychological Association. (2010). Publication manual of the American Psychological Association (6^th ed.). Washington, DC: Author.

 

ASSIGNMENTS:

 

Activity	# Required	Points
1.      Define Theory & Concepts – 1pg Summary	1	10
2.      Research 5 Social Work Perspectives	1	10
3.      Explore & Present Findings of 2 Theories for  Understanding Individuals	1	10
4.      Explore & Present Findings of 2 Theories for understanding Families	1	10
5.      Explore & Present Findings of 2Theories for understanding Life Course / Person in Environment	1	10
6. Articulate Your Case Assignment	1	15
7. Integrative Application Analysis Paper	1	30
8. Professionalism	1	5
	8	100

 

Indiana University School of Social Work (IUSSW) utilizes an eportfolio system to document student achievement of CSWE competencies. Students admitted to the Social Work Program are expected to provide evidence of CSWE mandated competencies and practice behaviors, which are behavioral manifestations defined in the Educational Policy and Accreditation Standards (EPAS). Below you will read about specific assignments. The completed assignment may provide evidence of a competency for a specific Practice Behavior and may be useful to document your achievement of the competency in the eportoflio. You should save an electronic copy of your assignments as one or more may be useful to document competencies. 

 

1.         Define Theory & Concepts (1page Summary)         

[EP 2.1.7]

Description: Find and read 5 different sources to define theory and concepts in social work.  You will compile your findings into a narrative presented with a supporting introductory statement and closing summary.  You will work on this assignment in week two, get time in class to assess and discuss progress with peers and instructor, and submit with other 1-page summaries in one document on the due date noted below.  There will be one long reference page compiled and submitted with your 5 1page summaries.  All references must be listed and done in APA format.

Due:                September 25, 2014

Points:             10

 

2.         Research 5 Social Work Perspectives (1 page Summary)

            [EP 2.1.7]

Description: Find and research 5 social work perspectives.  I highly recommend the ones noted in the course (strengths, ecological, and Person-in-environment perspectives) and at least two others.  You will label, define, and summarize your understanding of each perspective.  You will compile your findings into a narrative presented with a supporting introductory statement and closing summary.  You will work on this assignment in week three, get time in class to assess and discuss progress with peers and instructor, and submit with other 1-page summaries in one document on the due date noted below.  There will be one long reference page compiled and submitted with your 5- 1page summaries.  All references must be listed and done in APA format.

Due:                September 25, 2014

Points:             10

 

3.         Explore & Present Findings of 2 Theories for Understanding Individuals

[EP 2.1.7]

Description: Explore two (2) theories, which can be used to better understand individuals.  Ensure that you find documentation to support that this theory works well with individuals. Consider reviewing your textbook and other sources (i.e. Gentle-Genitty 101 theory app).  You will label, define, and summarize your understanding of each theory for understanding individuals.  Describe why this theory helps more to understand individuals than families, groups, or communities.  You will compile your findings into a narrative presented with a supporting introductory statement and closing summary.  You will work on this assignment in week four, get time in class to assess and discuss progress with peers and instructor, and submit with other 1-page summaries in one document on the due date noted below.  There will be one long reference page compiled and submitted with your 5- 1page summaries.  All references must be listed and done in APA format.

Due:                September 25, 2014

Points:             10

 

4. Explore & Present Findings of 2 Theories for Understanding Families

[EP 2.1.7]

Description: Explore two (2) theories, which can be used to better understand families.  Ensure that you find documentation to support that this theory works well with families. Consider reviewing your textbook and other sources (i.e. Gentle-Genitty 101 theory app).  You will label, define, and summarize your understanding of each theory for understanding families.  Describe why this theory helps more to understand families than individuals and communities.  You will compile your findings into a narrative presented with a supporting introductory statement and closing summary.  You will work on this assignment in week four, get time in class to assess and discuss progress with peers and instructor, and submit with other 1-page summaries in one document on the due date noted below.  There will be one long reference page compiled and submitted with your 5- 1page summaries.  All references must be listed and done in APA format.

Due:                September 25, 2014

Points:             10

 

5. Explore & Present Findings of 2 Theories for Understanding Person in Environment

[EP 2.1.7]

Description: Explore two (2) theories, which can be used to better understand persons in their environment.  Ensure that you find documentation to support that this theory works well with persons in their environment. Consider reviewing your textbook and other sources (i.e. Gentle-Genitty 101 theory app).  You will label, define, and summarize your understanding of each theory for understanding person in their environment.  Describe why this theory helps more to understand person in their environment versus families and communities.  You will compile your findings into a narrative presented with a supporting introductory statement and closing summary.  You will work on this assignment in week four, get time in class to assess and discuss progress with peers and instructor, and submit with other 1-page summaries in one document on the due date noted below.  There will be one long reference page compiled and submitted with your 5- 1page summaries.  All references must be listed and done in APA format.

Due:                September 25, 2014

Points:             10

 

6. Articulate your Case Assignment

[EP 2.1.4]

Description: Using the case, we created, in class in Week 6; explore what would happen with that same individual and his family if we were to apply a different theory or perspective lens to understanding the person in their situation.  Describe, as a result, what may have risen as a positive or negative impact.  Present your findings in a persuasive argument 1pg white paper in a 5 minute (maximum) You-Tube video. Your presentation must include a short overview of the key facts of the case, your assessment/stance, your theory and rationale, your impact (positive & negative at least 2 each) and a closing statement.  Your 1page white paper (include key facts and references as well) can be attached to your video as supporting document and submitted in the assignment tab with a link to your video.  Best video will be chosen. You will work on it during the month of October and can offer portions for peer and instructor review.

Due:                October 30, 2014

Points:             15

 

7. Integrative Application Analysis Paper (Final Paper)

[EP 2.1.2; 2.14, 2.1.7]

Description: Using the NASW Code of Ethics and Value principles of Social Work

A) Describe your understanding of theory impact

B) Of the 5 perspectives pick one on individual or families to demonstrate your understanding of

a) the PIE,

b) impact of Biological, Social, Cultural, Psychological, and Spiritual assessment and

c) relevance of diversity over the life course.

You will work on this assignment during the month of November and can offer portions for peer and instructor review. There is paper should be 8-10 pages with references and use of APA

Due:                December 4, 2014

Points:             30

 

8. Professionalism

[EP 2.1.2; 2.1.4]

Description: You will complete a professionalism rubric at the end of the course and submit a supporting one- page summary to demonstrate your case for why you should get the full points.

Due:                December 4, 2014

Points:             5

 

EVALUATION AND GRADING

 

Grading Scale

 

A          93%    Excellent,

A-         90%    Superior Quality

B+        87%     Very Good, Slightly Higher Quality

B          83%     Good, High Quality (expected of most BSW students)

B-         80%     Satisfactory Quality

C+        77%     Marginal, Modestly Acceptable Quality

C          73%     Marginal, Minimally Acceptable Quality

C-         70%     Unsatisfactory Quality

D+        67%     Unsatisfactory Quality

D          63%     Unsatisfactory Quality

D-        60%     Unsatisfactory Quality

F        <60%     Unsatisfactory Quality

 

Grades of C and C+ signify work that is marginal in nature.  The scholarly products or professional performances meet many but not all of the expected criteria.  Grades of C- and lower reflect work that is unsatisfactory.  The products or performances do not meet several, many, or most of the criteria.  The work fails to approach the standards of quality expected of a future BSW-level professional.

 

 

Evaluation

In addition to the use of a Critical Thinking grading rubric for each assignment and the noted grade scale used, the instructor will also casually assess a student’s ability to perform the practice behaviors noted below.

 

Practice Behaviors:

 

#7: Recognize and manage personal values in a way that allows professional values to guide practice

#14:  Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate or create or enhance privilege and power

#15:  Gain sufficient-awareness to eliminate the influence of personal biases and values in working with diverse groups

#16:  Recognize and communicate their understanding of the importance of difference in shaping life experiences

#17:  View themselves as learners and engage those with whom they work as informants

#23:  Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluations

#24:  Critique and apply knowledge to understand person and environment

 

Supplemental Articles for Research & Knowledge building

Chapter 1:      A Multidimensional Framework

Andres-Hyman, R., Forrester, A., Achara-Abrahams, I., Lauricella, M. L., & Rowe, M. (2007). Oppression and empowerment: Perceptions of violence among urban youth. Journal of Community & Applied Social Psychology, 17(2), 147-158.

 

Miller-Cribbs, J., & Farber, N. B. (2008). Kin networks and poverty among African Americans: Past and present. Social Work 53(1), 43-51.

 

Varkey, P., Kureshi, S., & Lesnick, T. (2010). Empowerment of women and its association with the health of the community. Journal of Women's Health (15409996), 19(1), 71-76.

 

Chapter 2:      The Biophysical Dimension

Gorin, S. H., Gehlert, S. J., & Washington, T. A. (2010). Health care reform and health disparities: Implications for            social workers. National Association of Social Workers.

 

Peters, S. W. (2007). Cultural awareness: Enhancing counselor understanding, sensitivity, and effectiveness with clients who are deaf. Journal of Multicultural Counseling & Development, 35(3), 182-190.

 

Chapter 3:      The Psychological Dimension

Cutter, K. (2007). Opening our awareness to heterosexist and homophobic attitudes in society. Relational Child & Youth Care Practice, 20(3), 22-27.

 

Dermer, S. B., Smith, S. D., & Barto, K. K. (2010). Identifying and correctly labeling sexual prejudice, discrimination, and oppression. Journal of Counseling & Development, 88(3), 325-331.

 

Gray, R. (2010). Shame, labeling and stigma: Challenges to counseling clients in alcohol and other drug settings. Contemporary Drug Problems, 37(4), 685-703.

 

Hayes, T. A. (2010). Labeling and the adoption of a deviant status. Deviant Behavior, 31(3), 274-302.

 

Chapter 4:      The Social Dimension

Benzies, K., & Mychasiuk, R. (2009). Fostering family resiliency: A review of the key protective factors. Child & Family Social Work, 14(1), 103-114.

 

Dawkins, C. J. (2006). Are social networks the ties that bind families to neighborhoods? Housing Studies, 21(6), 867- 881.

 

Dooley, J. (2009). Negotiating stigma: Lessons from the life stories of gay men. Journal of Gay & Lesbian Social Services, 21(1), 13-29.

 

Rigg, A., & Pryor, J. (2007). Children's perceptions of families: What do they really think? Children & Society, 21(1), 17-30.

 

Chapter 5:      Pregnancy, Birth, and the Newborn (article choices continue on next page)

 

Miller, W., Sable, M. R., & Csizmadia, A. (2008). Pregnancy wantedness and child attachment security: Is there a relationship? Maternal & Child Health Journal, 12(4), 478-487.

 

Olshtain-Mann, O., & Auslander, G. K. (2008). Parents of preterm infants two months after discharge from the hospital: Are they still at (parental) risk? Health & Social Work, 33(4), 299-308.

 

Rosell, R., Scarborough, M. K., & Lewis, C. M. (2010). Young, pregnant, and underinsured: Growing demand calls for cost-effective collaboration between health and social workers. Health & Social Work, 35(2), 155-157.

 

Wiemann, C., Agurcia, C., Rickert, V., Berenson, A., & Volk, R. (2006). Absent fathers as providers: Race/ethnic differences in support for adolescent mothers. Child & Adolescent Social Work Journal, 23(5), 617-634.

 

Zittel-Palamara, K., Rockmaker, J. R., Schwabel, K. M., Weinstein, W. L., & Thompson, S. J. (2008). Desired assistance versus care received for postpartum depression: Access to care differences by race. Archives of Women's Mental Health, 11(2), 81-92.

 

Chapter 6:      Infancy

Combs-Orme, T., & Cain, D. S. (2006). Poverty and the daily lives of infants. Journal of Children & Poverty, 12(1), 1-20.

 

Combs-Orme, T., & Renkert, L. E. (2009). Fathers and their infants: Caregiving and affection in the modern family. Journal of Human Behavior in the Social Environment, 19(4), 394-418.

 

McGowan, M., Smith, L., Noria, C., Culpepper, C., Langhinrichsen-Rohling, J., Borkowski, J., et al. (2008). Intervening with at-risk mothers: Supporting infant language development. Child & Adolescent Social Work Journal, 25(4), 245-254.

 

Roby, J. L., & White, H. (2010). Adoption activities on the internet: A call for regulation. Social Work, 55(3), 203- 212.

                                                                       

Wood, M. (2009). Mixed ethnicity, identity and adoption: Research, policy and practice. Child & Family Social Work,14(4), 431-439.

 

Chapter 7:      Early Childhood

McGuire-Schwartz, M. (2007). Relationships between family and social support and mother-child bonds. Journal of Children & Poverty, 13(2), 133-156.

 

Russell, M., Harris, B., & Gockel, A. (2008). Parenting in poverty: Perspectives of high-risk parents. Journal of Children & Poverty, 14(1), 83-98.

 

Ybarra, G., Wilkens, S., & Lieberman, A. (2007). The influence of domestic violence on preschooler behavior and functioning. Journal of Family Violence, 22(1), 33-42.

 

Chapter 8:      Middle Childhood

Bos, H. M. W., & van Balen, F. (2008). Children in planned lesbian families: Stigmatisation, psychological adjustment and protective factors. Culture, Health & Sexuality, 10(3), 221-236.

 

Coates, J., & McKenzie-Mohr, S. (2010). Out of the frying pan, into the fire: Trauma in the lives of homeless youth prior to and during homelessness. Journal of Sociology & Social Welfare, 37(4), 65-96.

 

Edwards, O. W., & Daire, A. P. (2006). School-age children raised by their grandparents: Problems and solutions. Journal of Instructional Psychology, 33(2), 113-119.

 

Israel, N., & Jozefowicz-Simbeni, D. (2009). Perceived strengths of urban girls and boys experiencing homelessness. Journal of Community & Applied Social Psychology, 19(2), 156-164.

 

Chapter 9: Adolescence

Hill, N. (2008). Adolescent substance use prevention interventions outside of classroom settings. Child & Adolescent Social Work Journal, 25(6), 451-467.

 

Koffman, S., Ray, A., Berg, S., Covington, L., Albarran, N. M., & Vasquez, M. (2009). Impact of a comprehensive whole child intervention and prevention program among youths at risk of gang involvement and other forms of delinquency. Children & Schools, 31(4), 239-245.

 

Ohnstad, A. (2009). If I am not straight or gay, who am I? Clinical Social Work Journal, 37(4), 357-367.

 

Ostrander, R. (2008). Meditations on a bullet: Violently injured young men discuss masculinity, disability and blame. Child & Adolescent Social Work Journal, 25(1), 71-84.

 

Thompson, S. J., & Pillai, V. K. (2006). Determinants of runaway episodes among adolescents using crisis shelter services. International Journal of Social Welfare, 15(2), 142-149.

 

Wallace, S. A., & Fisher, C. B. (2007). Substance use attitudes among urban black adolescents: The role of parent, peer, and cultural factors. Journal of Youth & Adolescence, 36(4), 441-451.

 

Chapter 10:    Young Adulthood

Brown, S., Smalling, S., Groza, V., & Ryan, S. (2009). The experiences of gay men and lesbians in becoming and being adoptive parents. Adoption Quarterly, 12(3), 229-246.

 

Hollenshead, J., Dai, Y., Ragsdale, M., Massey, E., & Scott, R. (2006). Relationship between two types of help seeking behavior in domestic violence victims. Journal of Family Violence, 21(4), 271-279.

 

Horton, A. (2008). Domestic violence: The untold story. Journal of Human Behavior in the Social Environment, 18(1), 31-47.

 

Matsuba, M. K. (2006). Searching for self and relationships online. CyberPsychology & Behavior, 9(3), 275-284.

 

Wheeler, D. P., & Bragin, M. (2007). Bringing it all back home: Social work and the challenge of returning veterans. Health & Social Work, 32(4), 297-300.

 

 Chapter 11:   Middle Adulthood

Hash, K. M., & Netting, F. E. (2007). Long-term planning and decision-making among midlife and older gay men and lesbians. Journal of Social Work in End-of-Life & Palliative Care, 3(2), 59-77.

 

Saltzburg, S. (2009). Parents' experience of feeling socially supported as adolescents come out as lesbian and gay: A phenomenological study. Journal of Family Social Work, 12(4), 340-358.

 

Sormanti, M., & Shibusawa, T. (2008). Intimate partner violence among midlife and older women: A descriptive analysis of women seeking medical services. Health & Social Work, 33(1), 33-41.

 

Vandewater, E., & Stewart, A. (2006). Paths to late midlife well-being for women and men: The importance of identity development and social role quality. Journal of Adult Development, 13(2), 76-83.

 

Chapter 12:    Late Adulthood

Adams-Price, C., & Morse, L. W. (2009). Dependency stereotypes and aging: The implications for getting and giving help in later life. Journal of Applied Social Psychology, 39(12), 2967-2984.

 

Alves, L. M., & Wilson, S. R. (2008). The effects of loneliness on telemarketing fraud vulnerability among older adults. Journal of Elder Abuse & Neglect, 20(1), 63-85.

 

 Baker, L. A., & Silverstein, M. (2008). Depressive symptoms among grandparents raising grandchildren: The impact of participation in multiple roles. Journal of Intergenerational Relationships, 6(3), 285-304.

 

Blank, R. H. (2011). End-of-life decision making across cultures. Journal of Law, Medicine & Ethics, 39(2), 201-214.

 

Bunch, S. G., Eastman, B. J., & Moore, R. R. (2007). A profile of grandparents raising grandchildren as a result of parental military deployment. Journal of Human Behavior in the Social Environment, 15(4), 1-12.

 

Byrd, L., Fletcher, A., & Menifield, C. (2007). Disparities in health care: Minority elders at risk. ABNF Journal, 18(2), 51-55.

 

Dolbin-MacNab, M. (2006). Just like raising your own? grandmothers’ perceptions of parenting a second time around. Family Relations, 55(5), 564-575.

 

Dong, P. Y. (2006). Factors affecting subjective well-being for rural elderly individuals: The importance of spirituality, religiousness, and social support. Journal of Religion & Spirituality in Social Work, 25(2), 59-75.

 

Langer, N. (2009). Late life love and intimacy. Educational Gerontology, 35(8), 752-764.

 

Persson, D. I. (2009). Unique challenges of transgender aging: Implications from the literature. Journal of Gerontological Social Work, 52(6), 633-646.

 

Snyder, C., van Wormer, K., Chadha, J., & Jaggers, J. W. (2009). Older adult inmates: The challenge for social work. Social Work, 54(2), 117-124.

 

Son, J. S., Kerstetter, D. L., Yarnal, C. M., & Baker, B. L. (2007). Promoting older women's health and well-being through social leisure environments: What we have learned from the red hat society. Journal of Women & Aging, 19(3), 89-104.

 

Stark-Wroblewski, K., Edelbaum, J. K., & Bello, T. O. (2008). Perceptions of aging among rural, midwestern senior citizens: Signs of women's resiliency. Journal of Women & Aging, 20(3), 361-373.

 

Stein, G. L., Beckerman, N. L., & Sherman, P. A. (2010). Lesbian and gay elders and long-term care: Identifying the unique psychosocial perspectives and challenges. Journal of Gerontological Social Work, 53(5), 421-435.

 

Please note:

 Should you find an article relevant to any aspect of human behavior and development, social work, and/or social justice issues you find especially interesting, please post the title on Oncourse—your peers and I would love to read what you have discovered!

 

 

UNIVERSITY AND SCHOOL POLICIES

Students should be familiar with the Indiana University Code of Student Rights, Responsibilities, and Conduct (http://www.iu.edu/~code/ Links to an external site. ), from which many of the policies below are derived. In addition, students should refer to the BSW General Student Handbook and their respective campus supplements for more detailed information about these policies and additional resources available to them.

Cheating

Cheating is grounds for failing the course and possible dismissal from the program and/or university.

Cheating is considered to be any attempt to use or provide unauthorized assistance, materials, information, or study aids in any form and in any academic exercise or environment. A student must not use external assistance on any “in-class” or “take-home” examination, unless the instructor specifically has authorized external assistance. This prohibition includes, but is not limited to, the use of tutors, books, notes, calculators, computers, and wireless communication devices.

 

A student must not use another person as a substitute in the taking of an examination or quiz, nor allow other persons to conduct research or to prepare work, without advance authorization from the instructor to whom the work is being submitted.

 

A student must not use materials from a commercial term paper company; files of papers prepared by other persons, or submit documents found on the Internet. A student must not collaborate with other persons on a particular project and submit a copy of a written report that is represented explicitly or implicitly as the student’s individual work.

 

A student must not use any unauthorized assistance in a laboratory, at a computer terminal, or on fieldwork.

 

Plagiarism

Plagiarism is a form of cheating and is grounds for failing the course and possible dismissal from the program and/or university. Plagiarism is defined as presenting someone else’s work, including the work of other students, as one’s own. Any ideas or materials taken from another source for either written or oral use must be fully acknowledged, unless the information is common knowledge. What is considered “common knowledge” may differ from course to course.

A student must not adopt or reproduce ideas, opinions, theories, formulas, graphics, or pictures of another person without acknowledgment. A student must give credit to the originality of others and acknowledge indebtedness whenever:

1. Directly quoting another person’s actual words, whether oral or written;

2. Using another person’s ideas, opinions, or theories;

3. Paraphrasing the words, ideas, opinions, or theories of others, whether oral or written;

4. Borrowing facts, statistics, or illustrative material; or

5. Offering materials assembled or collected by others in the form of projects or collections without acknowledgment.

IU School of Social Work Addendum to Indiana University Policy on Plagiarism

In addition to the university statement on plagiarism which is published in the IU Student Code of Student Rights, Responsibilities, and Conduct, the IU School of Social Work defines plagiarism as including:

 

• The intentional or unintentional use of information from another person without full acknowledgment.  Such use, even when unintended, causes the work to appear to be the student’s own work and thus the student, not the original author, benefits from the omission of proper acknowledgment.

• Copying or using information from web sites without appropriately documenting the internet source.

• Buying or using a document written by another person.

• Submitting any part of the student’s own work which has been previously submitted, unless one’s own prior work is fully acknowledged and appropriately cited. (BSW Handbook, chpt. 7, p.30)

Right to Accommodation for Individuals with Disabilities

Indiana University is committed to creating a learning environment and academic community that promotes educational opportunities for all individuals, including those with disabilities. Course directors are asked to make reasonable accommodations, upon request by the student or the university, for such disabilities. It is the responsibility of students with documented physical or learning disabilities seeking accommodation to notify their course directors and the relevant campus office that deals with such cases in a timely manner concerning the need for such accommodation. Indiana University will make reasonable accommodations for access to programs, services, and facilities as outlined by applicable state and federal laws.

Campus support offices:
Bloomington: Disability Services for Students www.indiana.edu/~iubdss Links to an external site.
East: Student Support Services www.iue.edu/stuserv Links to an external site.
Indianapolis: Adaptive Educational Services life.iupui.edu/aes/index.asp Links to an external site.
Kokomo: Affirmative Action www.iuk.edu/ADMINFIN/affirmative-action Links to an external site.
Northwest: Student Support Services www.iun.edu/~supportn Links to an external site.
Southeast: Disability Services www.ius.edu/UD/DisabilityServices Links to an external site.
South Bend: Office of Disabled Student Services www.iusb.edu/~sbdss Links to an external site.

Class Participation and Observance of Religious Holidays

Any student who is unable to attend classes or participate in any examination, study, or work requirement on some particular day or days because of his or her religious beliefs must be given the opportunity to make up the work that was missed or to do alternative work that is intrinsically no more difficult than the original exam or assignment. Upon request and timely notice, students shall be provided a reasonable accommodation. It is recommended that dates and times for examinations and other major course obligations be announced at the beginning of the semester or summer session and that students let instructors know of conflicts very early in the semester, so that accommodations can be made.

Students seeking accommodation for religious observances must make a request in writing by the end of the 2nd week of the semester Links to an external site., or equivalent for non-semester length courses, to the course instructor and must use the Request for Course Accommodation Due to Religious Observance Links to an external site.. In the case of religious holidays for which the date may change, the student should state the approximate date and when the exact date is known, inform the instructor of the exact date. The University will not levy fees or charges of any kind when allowing the student to make up missed work. In addition, no adverse or prejudicial effects should result to students because they havemade use of these provisions.

Military Withdrawal

Indiana University realizes students who are members of the U.S. armed forces may be called to active duty, specialized training, or as part of disaster relief efforts with little notice. While the following policy does NOT pertain to initial active duty training (i.e. basic training), this policy is provided in order to minimize disruptions or inconveniences for students fulfilling their unanticipated U.S. military responsibilities in the midst of an academic term/session. For the complete policy information, go to http://veterans.iupui.edu/resources/withdrawal/ Links to an external site.

 

Grades of Incomplete

A grade of Incomplete (I) may be assigned by an instructor only when exceptional circumstances such as an illness, injury, or a family emergency prevents a student from finishing all the work required for the course. The grade of Incomplete may be considered only when a substantial portion of the course work has already been completed, the coursework is of satisfactory quality, and no more than one major exam or assignment is outstanding. The student who does not meet these requirements should meet with her/his advisor to withdraw from the course(s) in question. The student should refer to the Registrar’s Office on her/his respective campus regarding the policies and deadline for automatic withdrawal for the semester in question.

 

The student is responsible for initiating the request for a grade of Incomplete. If the instructor agrees, the instructor and student complete and sign a Record of Incomplete and Contract for Completion of Course Requirements form to ensure that a sound educational plan and time frame for completion of course requirements have been established. Failure to fulfill the terms of this contract within the stipulated time frame may result in a failing grade. For removal of a grade of Incomplete, the student is subject to the IUSSW policy, which has precedence over the University policy. The student in the School of Social Work is expected to complete outstanding course work expeditiously, since many courses serve as prerequisites for others. Generally, students may carry no more than one grade of Incomplete at any given time. However, in cases of severe crisis, a student may work with her/his advisor to request grades of Incomplete in multiple courses.

 

Professional Conduct Policy

Students in a professional program are expected to conduct themselves as professionals in relation to the class and assignments. Full participation is encouraged as long as it is appropriate to the course content. Respect for the opinions of others is expected. Frequent lateness or professionally unbecoming class conduct are likely to result in a lowered grade or deem a student unsuitable for field placement. Students are evaluated on their personal and professional behavior or conduct in this class as described in the NASW Code of Ethics (http://www.socialworkers.org/pubs/code/default.asp Links to an external site.).

With the exception of legally prescribed medications, any use of consciousness altering substances before, during, or between class sessions obviously impairs learning and is unacceptable.

 

Electronic Devices in the Classroom

Computers may be used to support the learning activities in the classroom. These include such activities as taking notes and accessing course readings under discussion. However, non-academic use of laptops and other devices are distracting and seriously disrupt the learning process for everyone. Neither computers nor other electronic devices are to be used in the classroom for non-academic reasons. These include emailing, texting, social networking, and use of the Internet. The use of cell phones during class time is prohibited and these should be set on silent before class begins. In the case of an emergency, please step out of the room to take the call. Failure to meet these expectations may result in a loss of participation points or a request from the instructor to leave class.

 

Inclement Weather or Other University Emergency

Please watch the university website for important information about closings or class cancellations. The instructor will post an announcement on Oncourse/Canvas or send an email to all class members if she/he is cancelling class.

 

Evaluation of Course

Consistent with the School and University policy, a formal evaluation of the course and its instructor will be completed at the end of the course. Assessment of PULs will also be conducted.

 

Expectations for Writing

Effective practice of generalist social work requires excellent writing skills to communicate information accurately and concisely to others involved in helping client systems. For this reason, formal writing assignments in social work courses will be evaluated both for the content and ideas presented as well as for the clarity of that presentation. All formal papers will be typed, double-spaced and paginated. In order to support professional expectations of utilizing evidence to inform practice at all levels, APA style is to be used to cite academic sources, including in-text references and bibliography. The formal APA manual and other guides to writing in APA style are available in the bookstore and are an expected part of the textbooks for the BSW program.

 

Students experiencing writing difficulties are advised to seek assistance at the University Writing Center in Room 427 of Cavanaugh Hall. Please call 274-2049 to schedule an appointment or drop by to pick up some available written handouts.

 

COURSE POLICIES:

 

1. ONCOURSE/CANVAS

   Students must be able to access and use Oncourse/CANVAS for this class. Oncourse/CANAS is the platform for engaging the learning material, your classmates and instructor and class assignments.  Messages will be sent via your Oncourse/CANVAS email for this class, and you have the ability to turn in assignments through Oncourse/CANVAS as an email attachment. There are many computers available in a variety of locations here on campus. In addition, Oncourse/CANVAS instruction and help is available through the Center for Teaching and Learning, here on campus. Please call that office at 973- 8561, and ask to speak with Student Training staff if you are experiencing problems with any aspect of Oncourse/CANVAS, email or other computer/technology issues. The instructor will offer office hours via chat room to explore concepts and answer questions students might have.

    

 

1. ASSIGNMENTS

Assignments are to be turned in through the proper Oncourse/CANVAS Assignment tab by 11:59 PM of the due date.  2 points per day late will be deducted from your score for a late assignment. Repeated issues regarding late assignments will significantly affect your final course grade. In all cases, decisions about whether or not to accept a late assignment, negotiate a revised due date, or deduct points for late assignments rests entirely with the instructor.

 

1. FORMAT OF PAPERS

Students should be aware that their academic commitment and professionalism as a student is reflected in the way assignments are submitted. Assignments (unless specifically noted) are to be typed, double spaced, following APA format for references and appropriate citations. Should you need help with APA format, writing skills, or use of the computer, including your ability to communicate and submit work through Oncourse/CANVAS, please contact the Student Support and/or IT departments on campus for assistance. You may also obtain help from the Writing Center. APA format specifically means as it is outlined in either the current APA Style Manual edition, or as outlined in the Owl website resource, available through campus library services. The library offers a wealth of resources and help with research, formatting resources, and other resources, including helpful librarians.

 

4. CONTRIBUTION TO LEARNING ENVIRONMENT

Students are expected to actively participate in all aspects of this learning experience with behaviors that model Social Work Values (see below). This includes bringing concerns to the instructor or to the classroom for open discussion and resolution of conflicts and issues as they become apparent and interfere with the learning process.

 

1. SOCIAL WORK VALUES

Students are expected to model appropriate ethical values of appreciation and respect for other individuals, their beliefs, opinions, viewpoints and contributions. Appropriate respect includes communicating supportively and respectfully online when interacting with classmates and instructor. Make sure to download a copy and read the NASW Code of Ethics. Failure to use in this course and/or the program can lead to dismissal from the Program.

 

6.         BSW HANDBOOK

The BSW Program is government by a Curriculum Committee and the BSW Handbook. We encourage all students to read and review this handbook often to learn about rules and practices to govern your academic work and behavior.  Also keep active on the BSW ARTS site to get information to guide your academic and field interests.

 

 

Campus Specific University Policies

IUPUI –

Principles of Undergraduate Learning (PUL)

 

IUPUI Principles of Undergraduate Learning  

Revised March 2007; Approved May 1, 2007

 

The undergraduate education experience at IUPUI is guided by six principles of learning.  The Principles of Undergraduate Learning (PULs) are as follows: 

 

      Principle 1:      Core Communication and Quantitative Skills;

      Principle 2:      Critical Thinking;

      Principle 3:      Integration and Application of Knowledge;

      Principle 4:      Intellectual Depth, Breath, and Adaptiveness;

      Principle 5:      Understanding Society and Culture; and

      Principle 6:      Values and Ethics

 

This course addresses the following PULs (All PULs are described at http://www.iport.iupui.edu/selfstudy/tl/puls/ Links to an external site., as well as under the “Resource” tab):

#3.  Integration and Application of Knowledge (Major Emphasis)

#5.  Understanding Society and Culture (Some Emphasis)

#6.  Values and Ethics  (Moderate Emphasis)

 

 For further information regarding PULs at IUPUI, please see http://www.iport.iupui.edu/selfstudy/tl/puls/ Links to an external site.. 

 

Counseling and Psychological Services (CAPS)

 

During the semester, if you find that life stressors are interfering with your academic or personal success, consider contacting Counseling and Psychological Services. All IUPUI students are eligible for counseling services at minimal fees. CAPS also performs evaluations for learning disorders and ADHD; fees are charged for testing. CAPS is located in the Walker building at 719 Indiana Avenue and can be contacted by phone (317-274-2548). For more information, see the CAPS web-site at: http://life.iupui.edu/caps/ Links to an external site.

 

Administrative Withdrawal and Emergency Withdrawal

A basic requirement of this course is that you will participate in all class meetings and conscientiously complete all required course activities and/or assignment.  Keep in touch with me if you are unable to attend, participate, or complete an assignment on time. If you miss more than half of the required activities within the first 25% of the course without contacting me, you may be administratively withdrawn from this course. Example: if you miss two weeks of class during the first month of the semester, you may be withdrawn. Administrative withdrawal may have academic, financial, and financial aid implications. Administrative withdrawal will take place after the full refund period, and if you are administratively withdrawn from the course you will not be eligible for a tuition refund. If you have questions about the administrative withdrawal policy at any point during the semester, please contact me.

 

Various circumstances, often unexpected, may force students to withdraw from an academic term or session; they include, among others, major medical issues, death in the family, job loss, divorce, etc.  If students need to use the Emergency Withdrawal procedure, they MUST contact the Student Advocate:

 

IUPUI Student Advocate
Division of Student Life
Campus Center, Suite 350
420 University Blvd.
Indianapolis, IN 46202
Phone: (317) 278-7594
Fax: (317) 278-9904
stuadvoc@iupui.edu

 

 

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