Course Name:  Professional Development: Human Development in the Social Environment 
Course Prefix: SW
Course Number: 5010
             Submitted by (Name & E-Mail):  Mark Bigler, mbigler@weber.edu

Current Date:  2/2/2011
College: Social & Behavioral Sciences
Department:   Social Work & Gerontology                              
From Term: Spring 2012 

Substantive

new 

Current Course Subject N/A
Current Course Number

N/A

New/Revised Course Information:

Subject:  SW            

Course Number: 5010

 Check all that apply:
    This is for courses already approved for gen ed.
    Use a different form for proposing a new gen ed designation.
DV  CA  HU  LS  PS  SS 
EN  AI  QL  TA  TB  TC  TD  TE

Course Title: Professional Development: Human Development in the Social Environment

Abbreviated Course Title: Development and Social Welfare

Course Type:  LEC

Credit Hours:  3  or if variable hours:    to

Contact Hours: Lecture 3  Lab    Other

Repeat Information:  Limit 0   Max Hrs 0 

Grading Mode:  crnc

This course is/will be: a required course in a major program
a required course in a minor program
a required course in a 1- or 2- year program
elective

Prerequisites/Co-requisites:

None.

Course description (exactly as it will appear in the catalog, including prerequisites):

This professional development course is designed for non-social work majors who have or wish to have experience in the delivery of social services. The course explores human development in the context of the broader social environment. It identifies the relationship between human developmental stages (from conception to death) and the problems associated with environmental interactions. Systems and theory are examined in the biological, psychological, sociological, and spiritual arenas

Justification for the new course or for changes to an existing course. (Note: Justification should emphasize academic rationale for the change or new course. This is particularly important for courses requesting upper-division status.)

Since social work emerged as a distinct professional discipline in the early 20th century, social workers have been significant contributors to the social welfare delivery system and the understanding of human behavior, particularly as viewed in the context of human interaction with the social environment. The masters degree in social work (MSW), and associated clinical licenses, are widely recognized as indicators of sound preparation for the delivery of both generalist and more specialized social welfare services. Indeed, a sizeable portion of social services in areas like child and family welfare, mental health, gerontology, corrections, education, public health and health care, substance abuse treatment, policy development, disabilities, and others are provided by trained and licensed social work professionals.

At the bachelors level, social workers also play an important role in both practice and leadership, though with a more generalized scope of practice. Social workers with an undergraduate degree work alongside colleagues with training in a wide variety of fields. The soundness of social work training in human development as it relates to social welfare practice is reflected in the State’s Mental Health Professional Practice Act (58-60) which uses social work values, ideals, and methodologies as a standard for the licensing of social service workers (SSWs). SSWs are social welfare service providers with a limited scope of practice, who have training at the bachelors level. In the state of Utah, social work majors qualify to take the SSW licensing exam upon graduation. Recent changes to the Mental Health Professional Practice Act require all others to document at least 2,000 hours of qualifying experience under the direction of a mental health therapist and to have completed at least three semester hours, or the equivalent, in each of the following areas: social welfare policy, human growth and development, and social work practice methods.

Requirements for the social work major at Weber State University include a three-credit course in each of these content areas. For the purpose of continuity and accreditation, and in order to maintain the integrity and standards of the major, each of these classes includes prerequisite coursework.

Changes in the SSW licensing requirements have created a new demand for specialized training in human development for university students who are not social work majors and social service providers who have a bachelors degree in a field other than social work.

This course was designed specifically for this purpose. As opposed to SW 2100 -Human Behavior and the Social Environment I, which is a similar course designed for those who are pursuing a bachelors degree in social work, this course assumes that the student has limited or no academic training in social work. Thus, the course content will be more generic and elementary, reviewing basic concepts in human development, presenting and discussing human developmental theory, and examining the interaction with and impact of the broader social environment on human behavior.

All content will be considered in the context of diverse clients and populations. It is also assumed that students will be taking this professional development course concurrently with or consecutive to coursework in social welfare policy and social work ethics and practice methods.

INFORMATION PAGE
for substantive proposals only

1. Did this course receive unanimous approval within the Department?

true

If not, what are the major concerns raised by the opponents?

N/A

2. If this is a new course proposal, could you achieve the desired results by revising an existing course within your department or by requiring an existing course in another department?

This is a new course proposal. A similar course does exist within the department, but is intended for students pursuing a social work major (SW 2100 - Human Behavior in the Social Environment I). Students who take SW 2100 are expected to arrive with a basic knowledge and understanding of social work. To this end, SW 2100 includes prerequisite coursework that is believed to maintain the continuity, integrity, and standards of the professional preparation of social work majors.

The proposed course is being created for the purpose of professional development and to help students and community members meet social service worker (SSW) licensing requirements. The new course assumes that those enrolled in the class have limited or no academic training in social work. Therefore, the course content will be more generic and elementary than that presented in the existing class.

3. How will the proposed course differ from similar offerings by other departments? Comment on any subject overlap between this course and topics generally taught by other departments, even if no similar courses are currently offered by the other departments. Explain any effects that this proposal will have on program requirements or enrollments in other department. Please forward letters (email communication is sufficient) from all departments that you have identified above stating their support or opposition to the proposed course.

The Child and Family Studies Program offers a course CHF 1500 - Human Development. Similar to the proposed course in Social Work, CHF 1500 is a study of individual development across the lifespan. The proposed course also addresses human development theory, but is distinct from that offered in the Child and Family Studies Program in its emphasis on the interaction between human behavior and the social environment. In addition, the proposed course uses a bio-psycho-social-spiritual framework, a central feature of the social work perspective. It is also a unique course offering in that it is designed to meet one of the SSW licensing requirements for non-social work majors and social welfare providers, and is patterned after a course (SW 2100) that has been explicitly identified by the Utah Division of Occupational and Professional Licensing (DOPL) as being consistent with licensing expectations for the SSW.

The proposed course should have little to no impact on program requirements or enrollments in CHF 1500. Unless otherwise approved by the Department of Child and Family Studies, SW 5010 will not meet prerequisite or course requirements for Child and Family Studies majors. As part of a professional development series, intended primarily to meet Social Service Worker (SSW) licensing requirements for non-Social Work majors, SW 5010 will target graduates and professionals headed to or already working in the social welfare system. CHF 1500 remains an acceptable human development course alternative for this purpose.

The chair of the Department of Child and Family Studies was contacted about the proposed social work course and representatives from the Social Work and Gerontology Department met with faculty members from the Department of Child and Family Studies. A copy of this program's formal response is attached.

4. Is this course required for certification/accreditation of a program?

no

If so, a statement to that effect should appear in the justification and supporting documents should accompany this form.

5. For course proposals, e-mail a syllabus to Faculty Senate which should be sufficiently detailed that the committees can determine that the course is at the appropriate level and matches the description. There should be an indication of the amount and type of outside activity required in the course (projects, research papers, homework, etc.).

 SEQ CHAPTER \h \r 1Weber State University

Social Work and Gerontology Department

 

Corina D Segovia-Tadehara, Ph.D.                         Fall Semester, 2011; Office hours:

Social Science Building, Room 101                          M: 1:00-2:30, T/TH: 8:00-9:00, T: 1:30-Phone: 801.626.6935                                                            2:30; TH: 1:30-2:00, W/F: by appt. ctadehara@weber.edu                                            Class: Tu/Th: 9:00-10:15 SS 121

 

Social Work 5010 - Course Outline

PROFESSIONAL DEVELOPMENT:

HUMAN DEVELOPMENT IN THE SOCIAL ENVIRONMENT

                                                                                                                       

Introduction: Social Work 5010 is a three credit hour, professional development course. It is designed to identify the relationships between human developmental stages (from conception to death) and the problems associated with environmental interactions. Systems and theory are examined in the biological, psychological, sociological, and spiritual arenas.

 

Course Objectives:  At the completion of this course, students will be able to:


 

1           Describe key concepts and theories of bio-psychosocial development.


 

2.             Examine and discuss personal values, attitudes, beliefs, and experiences to human behavior and the environment.

 

3.         Discuss the range of social systems in which individuals live.

4.         Explain interactions among and between biological, social, psychological, and cultural systems and human behavior.

5.         Identify the impact of social and economic forces on human behavior.

6.         Describe how conditions of the human environment affect individuals and their behavior.

7.         Research, analyze, and critically evaluate personal behavior throughout the life span.

8.         Recognize the ways that systems influence optimal health and well-being.

9.         Apply critical thinking skills to evaluate values and ethical issues related to bio-psycho-social theories.

10.        Discuss the impact of gender roles, sexism, sexual orientation, and racism on growth and development and changes needed to promote social and economic justice.

 

Classroom Rules:

1.          Self-disclosure is often an important part of the learning process and can lead to valuable personal insight. To encourage the learning process, all personal disclosures made in class will be respected, will be held in confidence by all others, and will not be repeated outside of the classroom.

2.         Though individual participation is strongly encouraged, each student has the right to choose not to participate in class discussion or exercises.

3.         No question will be considered silly or stupid if asked seriously. Putdown comments are not allowed.                                                                                       

4.         All feelings and opinions are valid, even negative ones. Although these feelings will differ from person to person, all feelings will be respected.

5.         References to ethnic/racial and other minority groups should be made using language and terminology that is respectful and reflects an understanding of the Apersonhood@ of members of that particular group.

6.         When referring to someone=s partner, the use of non-heterosexist terms is preferred (e.g., significant other, mate, lover, or partner rather than husband, wife, etc.).

7.         Cell phones, computers and pagers will be turned off during class time.

8.         No recording (audio/video) will be allowed unless cleared by professor in advance.

9.         Classroom rules apply to both students and the professor.

 

Theoretical Framework: The social work profession focuses on a Generalist Perspective in dealing with the complexities of modern life. Using this perspective, an inner/outer forces paradigm has been developed to assist the practitioner. Such a paradigm or framework is based on: (1) Social Systems Theory - the impact of polices, communities, organizations, and the environment on the person; (2) Ecological Theory - further definition of systems, their relationships/interactions; and (3) Human Development Theory - social functioning throughout the developmental stages of human life.

 

Vulnerable Populations: Readings, lectures, class discussions and assignments include content on vulnerable populations, including women, racial, ethnic and sexual minorities.

 

Method of Instruction: Learning involves not only the acquisition of facts and information, but also the examination of prior knowledge and personal experience. Thus, students will learn the course content through various experiences including the use of structured exercises, required readings, lectures, written assignments, and exams. The learning experience will rely heavily on the participation of class members for planned exercises, presentations, and small/large group discussion. Attendance and participation is crucial to your learning as well as the learning of others in the class.

 

Required Text:

 

Zastrow, C. H. & Kirst-Ashman, K. K.  (2010). Understanding human behavior and the social environment   (8th ed.).  Belmont, CA: Brooks/Cole Cengage Learning.

 

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

 

Course Assignments, Student Evaluation, and Grading:

 

1.             Identity Formation Paper, Who am I? “Me Book” w/Personal Social History (200 points) - Identity formation is the process of determining who you are and what you want out of life. Arriving at an identity you will be comfortable with is one of the most important tasks you will ever face. Whether or not you pursue a social work career, the information presented in the book could have considerable importance for your future. The history will be based upon personal memories and recollections, as well as interviews with family and friends. Family histories, legal documents, and other available sources may also be used. There will be a minimum of 5 chapters, AND a conclusion. Students will need to include individual and family pictures from birth/present time. Refer to p. 295 and Identity Formation handouts for assistance with this project. Chapter drafts (10 points each). Due: Chapter 1–September 1, Chapter 2–September 15, Chapter 3–October 6, Chapter 4-October 27, Chapter 5–December 3, Final book in its entirety-November 17 (Drafts 50 points; Final book 150 points). 

           

The information you choose to disclose is voluntary and will be kept confidential. You are not required to disclose any information that you are uncomfortable with, this is YOUR BOOK. Any information you choose to disclose is protected by Federal Privacy Laws including: Family Educational Rights and Privacy Act (FERPA) and Gramm-Leach Bliley Act (GLB), If you have further questions please contact me.

 

2.            Erik Erikson’s Theory of Psychological Development Paper (90 points) - Erikson’s theory of psychological development is comprised of eight (8) stages focusing on the evolvement of personalities throughout life resulting from the “interaction between biologically based maturation and the demands of society” (Zastrow & Kirst-Ashman, 2007, p. 256). Emphasis is placed upon “the role of the social environment in personality development...the society in which one lives makes certain psychic demands on each stage of development” called “crises.” Individuals “seek to adjust to the stresses and conflicts involved in these crises” (Zastrow & Kirst-Ashman, 2007, p. 256). Based on this theory, students will write a paper in which they review their lives at each of the eight stages. While it may be difficult to remember the initial stages of life, students will need to interview parents, grandparents, siblings, et cetera to identify progression through each stage. Additionally, as with the initial stages, students cannot possibly know how they will respond and/or progress through Erikson’s later stages as they have yet to live through them. Because of this, students will need to predict their progression based upon how they advanced through previous stages. Must be written in APA format: 6 to 8 pages in length, 12 point font, double spaced, use of headings, proper citations and references, proper grammar/editing, et cetera (10 points). Refer to APA Manual for additional assistance. Each stage with Erikson summary - age, crisis, progression, outcome (5 points) and Student summary – progression made through each stage (5 points) (10 points each stage, totaling 80). Due: October 13

 

3.            Personality Mask/Presentation (50 points) – Students will be encouraged to explore their personalities, characteristics, hopes, dreams, preferences and fears through decoration of a mask. Materials needed: Ceramic Mask - to be purchased from professor (Cost per mask is $4.00); decorations – beads, paints, (acrylic), ribbon, sequins, feathers, dried flowers, magazine pictures (decoupage), or any other material of your choosing that will work on the ceramic. Due: November 22

(a)  Decorate your mask to reflect your own personality (25 points) - This could involve events that have occurred in your past that have affected the development of your personality, present concerns, or future events. Some students choose to focus on their own cluster of personality traits that set them apart from others. Others focus on favorite activities, colors, friends, fears, etc. Projects are graded on creativity, completion, neatness and quality of ideas.

(b) Along with your mask you are required to hand in a 1 page (typed, double spaced) description reflecting who you are, why you chose to decorate your mask the way you did (why used specific materials) and the work you did (15 points).

(c)  You will also present your mask and explain how your mask reflects who you are. Any symbols, colors, pictures need to be highlighted so we can understand who you are via your mask (10 points).

 

4.            Attendance/Participation (150 points) - Because student participation is a vital part of the learning process, students will be awarded 5 points per class (10 per week) for attendance. Students arriving late/leaving early will not be awarded full points for the day. Students who miss class will forfeit attendance points for that class period. NOTE: Excused absences are counted as absences, whether for personal, work, or medical reasons.

 

5.            Exams (400 points) - Four exams are scheduled for this class. Each will be worth 100 points for a total of 400. Exams scheduled for: September 8, September 29, October 20, and December 1, respectively.


 

Grading: Grades for this term determined by total points earned. Final grade awarded according to following percentage scale: A 96-100%; A- 92-95%; B+ 88-91%; B 85-87%; B- 81-84%; C+ 76-80%; C 72-75%; C- 69-71%; D+ 66-68%; D 63-65%;  D- 60-62%; E 0-59%.

Assignments

Points Possible
1. Identity Formation/Personal History

200
2. Erikson’s Psychological Development Paper

90
3. Personality Mask

50
4. Attendance

150
5. Exams

400
               Total

890

 

Americans with Disabilities Act (ADA): In accordance with the ADA (1990), Weber State University Department of Social Work and Gerontology seeks to provide equal access to its programs, services, and activities for people with disabilities. Reasonable prior notice is needed to arrange accommodations. Any student requiring accommodations or services due to a disability to assist with the completion of assignments, quizzes, and exams must first contact the Services for Students with Disabilities (SSD) office. This office is located in the Student Services Building, Rm 181, 801.626.6413 (voice), 801.626.6850 (audio), ssd@weber.edu, or http://departments.weber.edu/ssd/ The SSD can also make arrangements for course materials, including this syllabus, in alternative formats if necessary.

 

Writing Expectations: As with other courses taught in the Department of Social Work and Gerontology, Social Work 5010 has among its objectives the improvement of students’ writing and analytical skills. Spelling, grammar, and coherent writing will be taken into consideration on all exams and assignments. Students are encouraged to make use of the free services of the Writing Center located in Elizabeth Hall, room 210 (801.626.6463) should they need additional assistance. It is highly recommended for students to EDIT their PAPERS AFTER ANY ASSISTANCE.

 

Plagiarism: While students are encouraged to work together, cheating or copying another AUTHOR’S or STUDENT’S work, past or current, without proper referencing is grounds for expulsion from WSU. University disciplinary guidelines will be followed if either plagiarism or cheating occurs. 

 

Late Assignments: All work is expected to be completed/turned in on/before due date. If you anticipate being absent, you are welcome to complete and submit work before it is due. If you miss class, it is your responsibility to check with fellow students or the instructor to get assignments that may be due the following week. Any late assignment will be graded at 90% of total points. Students are responsible for informing me of any problems/difficulties that may arise over the course of the semester.  

Course Outline - Tentative - This schedule is SUBJECT TO CHANGE:

 

Week        Date         Topic/Readings/Assignments/Exams                        

 

1                      8/23, 25         Introduction; Chapter 1 - Theoretical Perspectives on Human Behavior and the Social Environment 

 

2                      8/31, 9/1        Chapter 2 - Biological Development in Infancy & Childhood

                                                MB Chapter 1 - Memories due 9/1

 

3                      9/6, 8             Chapter 3 - Psychological Development in Infancy & Childhood; Chapter 4 - Social Development in Infancy & Childhood        

                           Exam 1 (Chapters 2-4) due 9/8

 

4                      9/13, 15          Chapter 5 - Ethnocentrism and Racism;

                           MB Chapter 2 - My Family due 9/15

 

5                      9/20, 22         Chapter 6 - Biological Development in Adolescence                  

 

6                      9/27, 29         Chapter 7 - Psychological Development in Adolescence;

                                                Chapter 8 - Social Development in Adolescence

                           Exam 2 (Chapters 6-8) due 9/29     

 

7                      10/4, 6           Chapter 9 - Gender Roles and Sexism;

                           MB Chapter 3 - Life Today due 10/6

 

8                      10/11, 13        Chapter 10 - Biological Aspects of Young and Middle Adulthood; Chapter 11 - Psychological Aspects of Young and Middle Adulthood; Erikson Paper due 10/13

 

9                      10/18, 20       Chapter 12 - Sociological Aspects of Young and Middle

                                                Adulthood; Exam 3 (Chapters 10-12) due 10/20

 

10                    10/25, 27       Chapter 13 - Sexual Orientation,

                                                MB Chapter 4 - My Future due 10/27

 

11                     11/1, 3                        Chapter 14 - Biological Aspects of Later Adulthood

                           MB Chapter 5 - More about me/Conclusion, 11/3  

             

12                    11/8, 10          Chapter 15 - Psychological Aspects of Later Adulthood    

                                               

13                    11/15, 17        Chapter 16 - Sociological Aspects of Later Adulthood;             Me Book Final Product 11/17

                       

14                    11/22              Personality Mask, Paper and Presentations 11/22

 

15           11/29, 12/1    Presentations 11/29, 12/1

                                                Final Exam (Chapters 14-16) due 12/1