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COURSE SYLLABUS
1. TITLE OF COURSE: Human Behavior in the Social Environment I
PREFIX/NUMBER: SWK 201 CREDIT HOURS: 3
2. PREREQUISITE: PSY 101, SOC 101, and SWK 100 (pre or co requisite)
3. RESOURCES NEEDED:
TEXT: TBA
SUPPLIES:
4. COURSE DESCRIPTION:
Focuses on the person in the environment throughout the life span with an examination of the relationship between biological, psychological, social, spiritual and cultural systems.
5. COURSE GOAL:
I. Continue student development of critical thinking skills based on theoretical knowledge of social work with individuals and families, especially knowledge of acculturation and feminist theories and the limitations of various theories to understanding the unique individual.
II. Develop the student’s understanding of the values and ethics of the social work profession in relation to oppressed populations and spirituality.
III. Introduce students to the concepts of social systems theory.
IV. Familiarize students with biological, psychological, social, cultural, and spiritual factors that impact the development and behaviors of individuals and families throughout the life span.
V. Develop student skills in assessing individuals and families, including the impact of culture, gender, economic deprivation and oppression on development.
VI. Introduce students to the concept and forms of oppression.
VII. Promote the appropriate use of professional knowledge, values, and skills to effect change with individuals and families.
6. COURSE OBJECTIVES:
The course is designed to:
I. Understand the various developmental theories that have evolved and influenced current social work treatment
II. Identify life stage related issues when working with clients.
III. Utilize knowledge of issues related to multicultural development
IV. Identify the various components of the bio/psycho/social model of human development and the impact of micro and mezzo systems on development
V. Describe the impact of oppression and spirituality on human growth and development
VI. Integrate theory or models of development and assessment of individuals and families
VIII. Select a life span approach for conceptualizing human growth and development
IX. Identify the impact of personal growth and development as well as influence of the environment upon behavior and functioning
X. Identify expected and unexpected life transitions and events and their impact on human development, adaptation and coping from a strengths perspective.
6. COURSE OUTLINE:
I. Our Developmental Nature
A. The four main strands of development theory
B. Life span development
C. A developmental approach to helping
D. Integrating theory and practice
II. Assessing Developmental Level in Clients
A. Defining client problem
B. Assessment of client
C. Recognizing the four cognitive developmental levels
1. Sensorimotor - focusing on the experience
2. Concrete Operational - situational descriptors
3. Formal Operations - patterns of thought, emotion and action
4. Dialectic Systemic - integration of emotion and thought into a system
D. Theorists
1. Piaget
2. Haley
3. Erickson
E. The Self as Helper - Assessing counselor’s own developmental level
III. Developmental Strategies
A. Horizontal and Vertical development
B. Developmentally appropriate questioning
C. Facilitating emotional development
1. Affect
2. Cognition
D. Exploring Emotions
E. Transference/Counter-transference
F. Developmental Sphere
IV. Confrontation and Perturbation
A. Primary circular reaction
B. Environmental motivators of change
C. Creation of the new
D. The confrontation impact scale
E. Kubler-Ross - stages of dying
1. Denial
2. Anger
3. Bargaining
4. Depression
5. Acceptance
F. Seeing change as a loss or an opportunity
V. Human Development over the Life Span
A. Developmental tasks
B. Gender issues in development
1. Interconnectedness vs. Linear development
C. Transitions
D. The Family Life Cycle
E. Family Therapy
1. Joining
2. Engagement
3. Attachment
4. Integrating
5. Consolidating
6. Separation
7. Termination
8. Integrating the life span and family life cycle theories
F. Introspective Developmental Counseling
G. Theorists
1. Tamase
2. Guidano
3. Gilligan
4. Neugarten
5. Schlossberg
VI. Personality Disorders and Developmental Counseling
A. Developmental Blocks vs. Pathology
B. Practical dimensions of developmental counseling
C. Identifying client developmental history
D. Diagnostic criteria
E. Developmental personality styles
F. Integrating the positive and negative of developmental personality styles
G. Counselor self awareness
H. Generating a treatment plan for the client
I. DSM IV Axis disorders
J. Multicultural Development
K. The culturally skilled counselor - knowledge and skills
L. Definition of culture
M. Minority Identity Development Theory
N. Group Identity Development Theory
O. Fostering white awareness - understanding multicultural issues
P. Culture specific counseling
Q. Feminist theory and culture specific therapy
VII. Network Interventions
A. The Network Approach
1. Cultural norms
2. Cultural values
3. Past history of counseling
B. Conceptualizing a treatment plan
1. Contract
2. Family and peer support
3. Community support
C. Style Shift Counseling
VIII. Developing and Supervising Helping Professionals
A. Supervision and case consultation
B. Assessing cognitive developmental level
C. Applying life span approach to own work
7. METHODS OF INSTRUCTION:
To be successful in this course, students are expected to participate in discussions, readings, in-class writing, and peer review activities. The instructor may assign point values to such activities.
8. ACADEMIC INTEGRITY:
The very nature of higher education requires that students adhere to accepted standards of academic integrity. Therefore, Pueblo Community College has adopted a policy of academic conduct as described in the Student Handbook. Violation of academic integrity may be defined to include the following: cheating, plagiarism, falsification and fabrication, abuse of academic materials, complicity in academic dishonesty, and personal misrepresentation. It is the student’s responsibility to be aware of the behaviors that constitute academic dishonesty. Sanctions for violating the standards of academic integrity may include warning, probation, suspension, and/or failure of the course or assignment at the discretion of the instructor.
9. ADA NOTICE:
Students who have a documented disability may be eligible to receive accommodations for this class. Please contact the Disability Resources Center at 549-3446 for further information. |