LORAS COLLEGE SOCIAL WORK PROGRAM

HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT

SW231

Instructor: Sarah Cunningham, MSW Office Hours*:
Office: 401 Hennessy Hall M: 12:30 3:00
Phone: (563) 588-7029, cell 563 581-9728 T: by appt.
Email: sarah.cunningham@loras.edu W: by appt.
Th: 12:30 3:00
F: by appt.

Class time: Mondays and Thursdays- 11:00- 12:20 pm in Hennessy room 480- 3 credits


HBSE COURSE PURPOSE
The purpose of Human Behavior in the Social Environment (HBSE) is to provide theoretical knowledge for
practice with individuals, families, groups, organizations and communities. In addition, attention is given to the
social systems perspective, life span and strengths approaches to understanding HBSE as a method of enabling
students to understand interactions of systems among one another and in the larger socio-cultural environments.
Students will explore both in class and practice the notion of human dignity of the person and review its significance
within the social work realm. Special attention is given to the impact of human diversity, discrimination and
oppression on the individual's ability to reach or maintain optimal health and well-being.

Life and Dignity of the Human Person
In a world warped by materialism and declining respect for human life, the Catholic Church proclaims that human
life is sacred and that the dignity of the human person is the foundation of a moral vision for society. Our belief in
the sanctity of human life and the inherent dignity of the human person is the foundation of all the principles of our
social teaching. We believe that every person is precious, that people are more important than things, and that the
measure of every institution is whether it threatens or enhances the life and dignity of the human person.

As children of God created in God's image, human persons have a preeminent place in creation. Human dignity is
the result of human existence. It is not earned by achievements or bestowed by any authorities other than God. It is
not dependent on race, creed, color, economic class, political power, social status, culture, personal abilities,
gender, sexual orientation or any other dimensions by which people discriminate social groupings.

Human dignity can be recognized and protected only in community with others. The fundamental question to ask
about social development is "What is happening to people?" The fundamental questions to ask about the economy is
"What is it doing to people? What is it doing for people? What is it enabling people to do themselves and to
participate in?"


Required Text: Ashford, Jose B., Craig Lecroy, and Kathy Lortie (2006). Human Behavior and The Social
Environment, 3rd edition. Brooks and Cole/Thomson.

Moss, Barbara Robinette (2000) Change Me into Zeuss Daughter: A Memoir, Touchtone, New York
Other articles as assigned throughout the semester
TEACHING STRATEGIES
HBSE meets twice a week for 15 weeks. Classroom meetings will include discussions, activities, student
presentations and films. Students will also complete service learning each week with a partner at a local nursing
home. Alteration of course content or change in assignments or due dates may occur at the discretion of the
instructor. Major points will be highlighted but a portion of each class will be devoted to group discussion and
interactive learning.


OUTCOMES
Goal of Loras College Social Work Program:
1. Prepare competent, ethical, value-based, generalist social workers

COMPETENCY AND COURSE OUTCOMES
The successful completion of HBSE course outcomes contributes to the accomplishment of the following Loras
Social Work Program and CSWE competencies outcomes. Assessment of each course outcome occurs in the
assignment or activities listed after each outcome.
EP2.1.4: Engage diversity and difference in practice.
COMPETENCY Social workers understand how diversity characterizes and shapes the human experience and is
critical to the formation of identity. The dimensions of diversity are understood as the intersectionality of multiple
factors including age, class, color, culture, disability, ethnicity, gender, gender identity and expression, immigration
status, political ideology, race, religion, and sexual orientation. Social workers appreciate that, as a consequence of
difference, a persons life experiences may include oppression, poverty, marginalization, and alienation as well as
privilege, power and acclaim.

BEHAVIOR: Social workers: gain sufficient self-awareness to eliminate the influence of personal biases and values
in working with diverse groups;
COURSE OUTCOME Students will critically evaluate the role of culture and spirituality within the practice of
social work

BEHAVIOR: Social workers: recognize and communicate their understanding of the importance of difference in
shaping life experiences;
COURSE OUTCOME: Demonstrate understanding of individual behavior as multi-causal and mutually influenced
by interactions among the various social systems, and recognition that family is a central context for individual
behavior and development

EP2.1.7: Apply knowledge of human behavior and the social environment.
COMPETENCY: Social workers are knowledgeable about human behavior across the life course; the range of social
systems in which people live; and the ways social systems promote or deter [people in maintaining or achieving
health and well-being. Social workers apply theories and knowledge from the liberal arts to understand biological,
social, cultural, psychological, and spiritual development.
BEHAVIOR: Social workers: utilize conceptual frameworks to guide the processes of assessment, intervention, and
evaluation;
COURSE OUTCOME: Articulate and identify theoretical frameworks as they relate to individuals, families, groups,
and organizations.

2.1.10: Engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and
communities.
COMPETENCY: Professional practice involves the dynamic and interactive processes of engagement, assessment,
intervention, and evaluation at multiple levels. Social workers have the knowledge and skills to practice with
individuals, families, groups, organizations, and communities. Practice knowledge includes indentifying, analyzing,
and implementing evidence-based interventions designed to achieve client goals; using research and technological
advances; evaluating program outcomes and practice effectiveness; developing, analyzing, advocating, and
providing leadership for policies and services; and promoting social and economic justice.
BEHAVIOR: EP2.1.10(b) Assessment
Social workers: collect, organize, and interpret client data;
COURSE OUTCOME: Ability to apply biological-psychological-social-cultural-spiritual dimensions to a variety of
life-span issues

BEHAVIOR: EP2.1.10(c) Intervention
Social workers: facilitate transitions and endings.
COURSE OUTCOME: Demonstrate understanding of individual behavior as multi-causal and mutually influenced
by interactions among the various social systems, and recognition that family is a central context for individual
behavior and development



DISABILITY: I appreciate diversity in learning and understand that some of you may have difficulties
accessing pieces of this class. Whenever possible, I have attempted to make all aspects of the course
accessible to a variety of learning styles and differing abilities. If you feel that you need some
accommodation in terms of seating, testing, or other class requirements, please contact me as soon as
possible, so that appropriate arrangements may be made. Should you need academic accommodations, you
should also contact the Lynch Office of Disability Services (LODS) located in room 120 in the Academic
Resource Center (563-588-7134). Do not hesitate to see me before or after class or contact me using the
information provided at the top of this syllabus.


COUNSELING: The adjustment to college life and academic pressures can be a difficult one for many
students. At Loras we are lucky to have access to professional counseling services right on campus. If you find you
are feeling overwhelmed or struggling with specific life issues please call 588-7085 for an appointment or visit the
Counseling Center Link at Inside Loras under the Student Development tab for more information. Keep in mind
that the healthiest and best social work professionals are the ones who have confronted their own emotional issues
and dealt with themseeing a mental health professional is often the most effective way to do this.


STUDENT RESPONSIBILITIES:

Attendance: Students are expected to attend ALL classes and to fully participate in activities and assignments.
Any absence from class should be discussed with the instructor prior to the absence.
More than three absences will result in lower grade due to non-participation.

Assignments: Students are expected to determine course responsibilities and to complete all assignments as
specified. If you are unclear about requirements, the instructor is available for consultation. All readings,
assignments, class presentations, group meetings, papers, and exams are due on or before the specified date.

Any late assignments will have 5 points deducted each day it is late. If an assignment is handed in the day its due
but AFTER class, it will be considered late by 1 day. There will be no exceptions. Correct grammar, spelling and
punctuation are expected in all written assignments and errors in these areas will result in a lower grade. Please
remember to spell check AND proofread all work.

According to the Undergraduate Bulletin of Loras College, dishonesty (cheating, plagiarism, etc.) in class and/or
assigned work will result in total loss of credit for the class and/or assigned work. Please see academic honestly
policy at: http://inside.loras.edu/Academics/IQ/Documents/Academic%20Honesty%20Policy.doc

Academic Success Support: The Writing Center in the Headwaters area is now offering online scheduling for
Loras students. Go to the portal page and find the Headwaters link under the Academic tab at the top. You can click
on a link to register (first time) and make an appointment. You can also cancel that appointment the same way.
Use the Writing Center for all writing needs: cover letters and rsums, PowerPoint critiques, and of course,
academic paper help, including brainstorming a structure for writing. Plan your writing needs for the semester and
sign up early.

Messaging Devices: Due to the disruptive nature of messaging devices and other electronics, it is expected all such
devices will be turned off while in class. In the event of a crisis that requires you to be accessible to employers or
significant others, please inform me at the beginning of class and select a silent means for being alerted. Adhering
to this policy demonstrates respect for and commitment to the learning process and environment.

Computer Policy: Laptop use in class is permitted and encouraged. Any misuse of computers (i.e. emailing,
instant messaging, surfing, etc.) during classroom time will result in the loss of privilege and access the rest of the
semester and a loss of 50 points from class grade.


Social Work Program: A grade of C+ or better is required for social work majors to be admitted to the SW
program and advance to subsequent social work core classes.


Alternative Assignments: Students have a variety of learning styles and life experiences that may be applicable to
the objectives of this course. You may propose an assignment that complements your learning and meets one of the
course objectives. Particularly, students who have experience with social work or social welfare institutions can
teach the class and instructor important realities of these systems. Submit a proposal to the instructor at least one
month prior to assignment due date that describes the assignment, how the learning will be shared with the instructor
and/or class and the desired points.


Course Expectations:
1. First exam- Thur., October 17th 75 points
2. Zeus Multidimensional Analysis, due Nov. 3rd 50 points
3. Ecomap- due Tuesday, October 6th 50 points
4. In-class assignments and quizzes 75 points
5. Social Work Application DUE
6. Weekly visits and Journal/discussions reflecting on
weekly experiences with resident at Stonehill 100 points
7. Developmental and Environmental paper-due December 1 100 points
8. Class participation (including attendance)- 75 points
9. Final exam- Thursday, December 15
th
, 8 am 75 points
Point totals: 600 points

*Extra credit opportunities up to an additional 50 points - TBD by opportunities available


Final Grades will be based on the following point totals:
A= 94%+ A- =90%+ B+=87%+ B=84%+ B- = 80%,
C+=77%+ C=74%+ C- = 70%, D+= 67% D=64%+ D- = 60%+

COURSE OUTLINE:
Week One: August 29
th
and September 1
st
-- Introduction and The Multi Dimensional Framework

Required Reading : Chapter 1-- HBSE
Sharing Catholic Social Teaching Challenges and DirectionsUS Conference of
Catholic Bishops (on eLearn)

Week Two: September 8th
Orientation and Visit to Stonehill to meet aging partner

Required Research: Go to the Aging in the Know website (on eLearn under Readings and Resources).
Gather information on Issues facing the elderly and be prepared to discuss what youve learned in class.


Week Three: September 12
th
and 15th The Biophysical Dimension
Required Reading: Chapter 2-- HBSE

Sept. 15th- Discussion of the Social Work Major Application ProcessMichelle Bechen


Week Four: September 19
th
and 22nd- The Psychological Dimension-

Required Reading: Chapter 3--HBSE


Week Five: September 26
th
and 29th- The Social Dimension

Required Reading: Chapter 4--HBSE
Ecomapping


Week Six: October 3
rd
and 6
th
-- Pregnancy, Birth, and the Newborn

Required Reading: Chapter 5 HBSE
Ecomap due on October 6th


Week Seven: October 10
th
I nfancy (October 13
th
No Class)

Required Reading: Chapter 6-- HBSE


Week Eight: October 17
th
and 20
th
- Early Childhood

Required Reading: Chapter 7 - HBSE


*******Midterm Exam over Chapters 1 6-- Monday October 17
th
*********



Week Nine October 24
th
and 27
th
- Middle Childhood

Required Reading: Chapter 8 - HBSE


Week Ten: October 31
st
and November 3rd - Adolescence

Required Reading: Chapter 9 -- HBSE
Change Me Into Zeus Daughter paper Due Thursday, November 3rd.

Week Eleven: November 7
th
and 10
th
- Young adulthood

Required Reading: Chapter 10-- HBSE


Week Twelve: November 14
th
and 17th- Middle Adulthood (Nov. 24
th
No Class- Happy Thanksgiving)

Required Reading: Chapter 11--HBSE


Week Thirteen: November 21st- Late Adulthood

Required Reading: Chapter 12-- HBSE,



Week Fourteen: November 28
th
and December 1st - Gender Roles and Sexism/Sexual Orientation
Ethnocentrism, Racism, and Oppression

Required Reading: TBA
Developmental and Environmental paper Due Thursday, December 1st


Week Fifteen: December 5
th
and 8th- Community Theories

Assessment Day: FINALS WEEK Thursday, December 15
th
, 8:00 am