HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT)

Social Work 3510 (3 credits)

COURSE DESCRIPTION
The ecological systems perspective is presented. Students are introduced to knowledge
and theories of human development across the life span. Human behavior is studied
within the context of social systems in which people live, including families, peer groups,
organizations and communities. Emphasis is placed upon how social systems promote
and deter human development and the influence of diversity on human development

COURSE COMPETENCIES AND PRACTICE BEHAVIORS

2.1.4 Engage diversity and difference in practice
Practice Behaviors:
Gain sufficient self-awareness to eliminate the influence of personal bias and values in working with
diverse groups; recognize and communicate the importance of difference in shaping life experiences
2.1.6 Engage in research- informed practice and practice informed research
Practice Behaviors:
Use research evidence to inform practice; Use practice to inform scientific inquiry
2.1.7 Apply Knowledge of human Behavior and the social environment
Practice Behaviors:
Utilize conceptual frameworks to guide the process of assessment, intervention and evaluation; Critique
and apply knowledge to understand person and environment

TEXTS AND REQUIRED MATERIAL

Ashford, J. B., LeCroy, C. W., & Lortie, K.L. (2013). Human behavior in the social environment: A
multidimensional perspective (5th ed.). Belmont CA: Wadsworth/Thomson Learning.
Additional Readings

Students are encouraged to study selectively in areas related to relevant class topics. The bibliography of
reading that accompanies this syllabus is intended to serve as a guide.

INTRODUCTION
This course is structurally comprised of an organizing framework, the ecological/social
system perspective. Students are introduced to concepts of person-in-environment
transactions. Human diversity is stressed throughout material on life span development.
PERFORMANCE CRITERIA
Student Achievement of Learning Outcomes

Through written assignments, quizzes, presentations, research, a final exam and class
participation, students will be expected to achieve the learning outcomes identified
above.
Students are expected to develop their competence in oral and written communication.
Papers which do not adhere to college-level standards for scholarly writing will be downgraded. Students are also expected to work to master the recommended style of the
American Psychological Association (APA) as delineated in the most recent edition of the
APAs publication manual (4th), including orderly presentation of ideas, grammar,
punctuation, spelling, capitalization, reducing bias in language, abbreviations, headings,
subheadings, quotations, and referencing (in-text as well as bibliographic). Students
cognizant of the need for ongoing development of their writing skills are strongly urged
to make use of the University Writing Center.

GRADING AND ASSIGNMENTS

Assignment
Adolescent Paper

Point
s

Course Competency

100

4, 7,

Oral Research Report

30

4, 6,

Quizzes

70

Ethnographic study of one's

family of origin

100

Final Exam

100

Total

400

4, 7,

BENCHMARK ASSIGNMENT
2

Adolescent paper: students address significant personal life events during adolescence and integrate three
theories.
GRADING POLICY
`Students may pass the course with a grade of D but must maintain a C average during the
junior and senior year. (See Undergraduate Bulletin, Wayne State University
http://www.bulletins.wayne.edu/ubk-output/index.html)

ORGANIZATION OF THE COURSE

The purpose of this course is to introduce the social work student to knowledge of
human development as a base for social work practice. Human problems are viewed
within their environmental context. Individuals, families, groups, organizations and
communities are in constant transaction with each other in the physical and social
environmental context. Thus, people and environments reciprocally affect one another,
and adequate assessments of human problems and plans of intervention must consider
the reciprocal impact of people and a range of environmental systems.
Life span development from conception to very old age is examined. The course
focuses on theories and knowledge related to biological, sociological, psychological,
spiritual and cultural processes and development across the life span. It addresses the
environmental conditions that support or inhibit individual and family growth; and
variations arising form ethnicity, class, cohort, gender, race, sexual orientation, religion,
and other differences. Particular attention is given to factors that contribute to persons
being at risk and the issues and concerns of multi-cultural, urban populations.

ROLE OF STUDENT AND INSTRUCTOR

See university statement of obligation of students and faculty members of the teaching-learning process:
http://www.bulletins.wayne.edu/fib/fibd.html
POLICIES FOR THIS COURSE
I. PLAGIARISM/ACADEMIC HONESTY:
Plagiarism is using another persons words or ideas without giving credit to the other person. When you
use someone elses words, you must put quotation marks around them and give the writer or speaker credit
by revealing the source in a citation. Even if you revise or paraphrase the words of someone else or just use
their ideas, you still must give the author credit in a note.
http://www.otl.wayne.edu/pdf/2006_july_aibrochure.
3

(William Harris, Anti-Plagiarism Strategies for Research Papers, http://virtualsalt.com/antiplag.htm,

March 7, 2002)
1. You must cite sources from the Internet or any other form of electronic media used in your
work. Any paper suspected of plagiarism will be reviewed at Turnitin.com to verify that it is your
work and properly cited.
2. Any paper that is plagiarized will result in an F for the class and a referral to the University for
further Disciplinary Action.
II. APA FORMAT
All papers written in the School of Social Work require APA format. You may purchase the
Publication Manual of the American Psychological Association (6th edition), or you may visit the
website listed below
http://owl.english.purdue.edu/owl/resource/560/01/
III. WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE
What is Wikipedia?
Wikipedia is a free-content encyclopedia, written collaboratively by people from all around the
world. The site is a wiki, which means that anyone can edit entries simply by clicking on the edit
this page link.
Because Wikipedia is an ongoing work to which anybody can contribute, it differs from a paperbased reference source in some important ways. In particular, mature articles tend to be more
comprehensive and balanced, while other (often fledgling) articles may still contain significant
misinformation, un-encyclopedic content or vandalism. Users need to be aware of this in order to
obtain valid information and avoid misinformation which has been recently added and not yet
removed.
IV. CLASS RESPONSIBILITY
Class responsibility entails regular class attendance, class preparedness and active
class participation with consideration for others. When students participate actively in
class discussions, learning is enhanced. To be able to participate actively and with
relevance to the course subject matter, it is important that you complete reading
assignments prior to each class session. It is the students responsibility, whether
present or absent, to keep abreast of assignments. Each student and the instructor will
assign portions of the grade. Honest self-evaluation is a critical component to social
work practice. Missing classes and repeated tardiness will affect a students grade in the
course. Due to a variety of reasons, such as weather conditions or traffic congestion,
some students might occasionally arrive late. In consideration of such possibilities,
students are permitted two late class arrivals before losing attendance points. For every
subsequent late arrival, students will lose two points from their grade.
Any student missing more than 3 classes will be asked to drop the course
or could receive a failing grade for the course.
EXPECTATIONS:
4

Students will fully participate in the classroom activities and discussion as well as
complete all outside classroom assignments.
Students are expected to attend all class sessions punctually. The instructor
should be notified of unavoidable absences. More than three absences will result in
students being asked to withdraw from the class. Students are expected to arrive for
class on time and stay until the end of the class session. Students are expected to be
prepared at class time for discussions pertaining to assigned readings.

In order to be courteous to classmates, I ask that cell phones use be restricted

to vibrationsno rings; texting is not permitted during class. Computer use is
for class material only.

STUDENT RESOURCES
Students with disabilities
http://studentdisability.wayne.edu/rights.php.
Academic integrity and student code of conduct
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/

Course Outline
Session
1
Begins
8/27
2
Begins
9/2

3
Begins
9/09

4
Begins
9/16

5
Begins
9/23

6
Begins
9/30

Assignments
Introduction and Overview of Course
What is human behavior?
Why do social workers study human behavior?
How does human behavior relate to social work
practice?
A Multidimensional Framework for Assessing
Social Functioning
Dimension of Human Behavior and Social
Environment
Ecological Perspective
Systems Theory
Multidimensional Framework
Life-span versus Life-Course
Perspectives on Human Development
Biophysical Dimension for Assessing Social
Functioning
Biological Theories
Biological Growth and Development
Biochemical Systems in the Neurons
Systems
Psychological Dimension for Assessing Social
Functioning
Pyschodynamic Theory
Eriksons Pyschosocial Development
Learning Theory
Social-Learning Theory
Cognitive Development and Information
Processing
Jean Piagets Structural Approach to
Cognition Information Processing
Attitudes and Emotions
The Nature and Functions of Attitudes
Theories of Attitudes and Their Change
Social Dimension for Assessing Social
Functioning
Social Theory
Ecological Systems Theory
Modern Functionalism Theory
Conflict Theories
Postmodernism and Theories of Society
Families and Groups
Support Systems, and Communities
Multicultural and Gender Considerations
Racial and Ethnic Considerations
Gender and Sexism
Homophobia
Pregnancy, Birth, and the Newborn

Ashford et al., chapter 1

Ashford et al., chapter 2

Ashford et al., chapter 3

Ashford et al., chapter 4

Ashford et al., chapter 5

Biophysical Dimension
Biophysical Growth and Development

Biophysical Strengths and Hazards

Psychological Dimension
Cognitive Development and Information
Processing
Attitudes and Emotions
Social Cognition and Regulation
Psychological Strengths and Hazards

7
Begins
10/7

Social Dimension
Families, Groups Support Systems, and
Communities
Multicultural and Gender Considerations
Social Strengths and Hazards
Infancy
Biophysical Dimension
Biophysical Growth and Development
Biophysical Strengths and Hazards

Ashford et al., chapter 6

Mid-Term Exam!! (10/7-10/14)

Psychological Dimension
Cognitive Development and Information
Processing
Piagets Sensorimotor Stage
Attitudes and Emotions
Attachment Theory
Social Cognition and Regulation
Psychological Strengths and Hazards

8
Begins
10/14

Social Dimension
Families and Groups
Support Systems and Communities
Multicultural and Gender Considerations
Social Strengths and Hazards
Early Childhood
Biophysical Dimensions
Biophysical Growth
Biophysical Strengths and Hazards

Ashford et al., chapter 7

Ethnographic Paper Due!! (10/14-10/20)

Psychological Dimension
Cognitive Development and Information
Processing
Piagets Preoperational Stage
Attitudes and Emotions
Aggression
Social Cognition and Regulation
Self-Esteem vs. Competency
Psychological Strengths and Hazards
Diagnostic and Assessment Issues
Anxiety Disorders
Childhood Depression
Social Dimension
Families and Groups
Parenting
Nontraditional Families
Effects of TV on Preschool Children

9
Begins
10/21

Support Systems and Communities

Preschool Environment
Multicultural and Gender Considerations
Social Strengths and Hazards
Child Abuse
Middle Childhood

Ashford et al., chapter 8

Biophysical Dimensions
Biophysical Growth
Biophysical Strengths and Hazards
Psychological Dimension
Cognitive Development and Information
Processing
Communication
Attitudes and Emotions
Psychological Strengths and Hazards
Attention Deficit Hyperactivity Disorder

10
Begins
10/28

11

Social Dimension
Families and Groups
Parental Relationship and Discipline
Support Systems, and Communities
Power of Peers
Multicultural and Gender Considerations
Social Strengths and Hazards
Marital Conflict and Divorce
Adolescence

Ashford et al., chapter 9

Biophysical Dimensions
Biophysical Growth and Development
Puberty Process
Biophysical Strengths and Hazards
Psychological Dimension
Cognitive Development and Information
Processing
Racial Differences and Intellectual
Ability
Identity
Moral Development Theory
Developmental Theory
Psychological Strengths and Hazards
Delinquency
Social Dimension
Families and Groups
Development of Autonomy:
Peers Pressure, Conformity and
Friendships
Support Systems and Communities
Multicultural and Gender Considerations
Heterosexuality & Homosexuality
Social Strengths and Hazards

Adolescent Pregnancy and Childbirth:

Sexually Transmitted Diseases
Alcohol and Other Drug Use
Young Adulthood

Ashford et al., chapter 10

Begins
11/4

Biophysical Dimensions
Biophysical Growth and Development
Reproductive System
Effect of Hormones on Women
Biophysical Strengths and Hazards

Adolescent Paper Due! (11/6-11/12)

Psychological Dimension
Cognitive Development and Information
Processing
Development of Post formal Thought
Attitudes and Emotions
Love/Isolation and Loneliness
Levinsons Eight Stages of Adult
Development
Psychological Strengths and Hazards
Serious Mental Illness

12
Begins
11/11

Social Dimension
Families and Groups
Homosexual Relationships
Transition to Parenthood
Childless Couples: Voluntary and
Involuntary
Support Systems and Communities
Multicultural and Gender Considerations
Blending Religions
Gender Roles: Equal? and
Consequences.
Social Strengths and Hazards
Parents of Child with a Disability
Divorce
Sexual Harassment
Rape and Sexual Assault
Domestic Violence
Middle Adulthood

Ashford et al., chapter 11

Biophysical Dimensions
Biophysical Growth and Development
Menopause
Psychological Dimension
Cognitive Development and Information
Processing
Attitudes and Emotions
Midlife Crisis
Psychological Strengths and Hazards
Alcohol and Drug Addiction
Codependency
Social Dimension
Families, Groups, Support Systems, and
Communities
Blended Families or Stepfamilies
Relationships with their Children and
Aging Parents

Grandparents Raising their

13
Begins
11/18

Grandchildren
Multicultural and Gender Considerations
Social Strengths and Hazards
Late Adulthood

Ashford et al., chapter 12

Biophysical Dimensions
Biophysical Growth and Development
Sexuality
Biophysical Strengths and Hazards
Chronic Health Problems
Alcoholism in Late Adulthood
Psychological Dimension
Cognitive Development and Information
Processing
Information Processing, Memory, and
Learning
Attitudes and Emotions
Grief and Loss
Psychological Hazards
Alzheimers Disease
Depression/Suicide
Social Dimension
Families and Groups
Support Systems, and Communities
Relationships with Family, Couples, Children,
and Friendships
Religion and Spirituality
Hospice
Retirement
Multicultural and Gender Considerations
Social Strengths and Hazards
Elder Abuse
Discrimination

14
Begins
12/2
Class responsibility
15
Final examination
Begins
12/09
Note: Syllabus may change based on needs of the class

From 12/090-12/16)

COURSE ASSIGNMENTS
A. Ethnographic study of one's family of origin (100 points). Each student will
write a case report about his/her family of origin. Students are to study and cite
relevant literature related to their family's culture(s), ethnicity(ies), and
development (at least 3 references must be cited). Ethnographic research
techniques are also to be used (study of family artifacts, documents, photo
albums, observations and interviews). Each student will explore factors that led to
crises and challenges for the family, and the typical styles of coping and
adaptation are to be considered. Other characteristics that the student will explore
10

are migration patterns, family organization, child rearing practices, religious

beliefs, approach to eating, secrets, rituals, attitudes toward illness and death, help
seeking behavior, attitudes toward other cultures and deviance, family and gender
roles. Finally, how might your cultural identity influence your work as a social
worker? How might your cultural identify influence your values as a social worker?
If more than one culture comprises the culture of origin, ways that these
differences were negotiated should be discussed. Each student will include a
genogram of his or her family of origin as an attachment. (5-6 typed pages, plus
attachments). Use APA guidelines for writing style and format. Due: Late papers
will be reduced by 4 points per calendar day.
Rubric for Ethnographic Study of a Family
Student
Requirements
Cite relevant literature related to
family culture, ethnicity,
development (3 references)
Comprehensiveness of concepts
and objectives of assignment

Points

Points

Available Achieved
15

20

Factors that led to crises and

challenges for the family, and
typical styles of coping and
adaptation

If more than one culture comprises

the culture of origin, ways that
these differences were negotiated

How might your cultural identity

influence your work as a social
worker?

10

How might your cultural identity

influence your values as a social
worker?

10

Other characteristics: migration

patterns, family organization, child
rearing practices, religious beliefs,
eating, secrets, rituals, illness and
death, help seeking behavior,
attitudes toward other cultures and
deviance, family and gender roles

20

11

Use of Ethnographic research

techniques (artifacts, documents,
photos, observations, interviews)

Genogram

Appropriate APA format; clarity of

expression, grammar and spelling

Total

100

/100

A. Adolescent Paper (100 points). Write a paper reviewing your experiences

during adolescence. Your paper should address significant issues and life
events that you experienced during adolescence and the effect these events
and issues had on you at the time and may currently still have. (Issues that
should be addressed include sexuality, drugs, peer pressure, body image and
family dynamics.)
How did issues of diversity affect your adolescence?
Discussion of at least 3 theories must be integrated into your paper. Show how
the theories can be used to explain your behavior. For example, you may want
to discuss how social learning theory may explain your involvement with certain
friends. The paper should be 6-8 typed pages. References should be used in
regard to your discussion of theories. Use APA style of referencing. A reference
list must be included.
Rubric for adolescent paper
Student
Requirements
1. Significant life events experienced during
adolescence

Points
Earned
15

2. Effect these life events and issues had on you at the

time and may currently still have on you

15

3. Sexuality

10

4. Drugs

10

5. Peer pressure

10

6. Body Image

10

Points
Achieved

12

7. Family dynamics

10

8. Issues of diversity

10

9. Appropriate format and style (APA)

10. Clarity of expression, grammar

and spelling
100

Total

/100

Bibliography
Atwood, N. (2001). Gender bias in families and its clinical implications for women. Social Work,
46(1),

23-35.

Azzi-Lessing, L. (2010). Growing together: Expanding roles for social work practice in early
childhood

settings. Social Work, 55(3), 255-263.

Belluck, P. (2010, December 31). The vanishing mind: Giving Alzheimers patients their way, even
York times. Retrieved from

chocolate. New

13

Assignments and Grades

1. Ethnographic study of one's family of origin (100 points). Each student will write a case report about his/her
family of origin. Students are to study and cite relevant literature related to their family's culture(s),
ethnicity(ies), and development (at least 3 references must be cited). Ethnographic research techniques are also
to be used (study of family artifacts, documents, photo albums, observations and interviews). You may choose
to explore factors that led to crises and challenges for the family, and the typical styles of coping and adaptation
are to be considered. Other characteristics that the student may choose to explore are migration patterns, family
organization, child rearing practices, religious beliefs, approach to eating, secrets, rituals, attitudes toward
illness and death, help seeking behavior, attitudes toward other cultures and deviance, family and gender roles.
Finally, how might your cultural identity influence your work as a social worker? How might your cultural
identify influence your values as a social worker? If more than one culture comprises the culture of origin, ways
that these differences were negotiated should be discussed. (5-6 typed pages, plus attachments). Use APA
guidelines for writing style and format.
2.
2. Adolescent Paper (100 points). Write a paper reviewing your experiences during adolescence. Your paper
should address significant issues and life events that you experienced during adolescence and the effect these
events and issues had on you at the time and may currently still have. (Issues that should be addressed include
sexuality, drugs, peer pressure, body image and family dynamics.) How did issues of diversity affect your
adolescence? Discussion of at least 3 theories must be integrated into your paper. Show how the theories can
be used to explain your behavior. For example, you may want to discuss how social learning theory may
explain your involvement with certain friends. The paper should be 6-8 typed pages. References should be
used in regard to your discussion of theories. Use APA style of referencing. A reference list must be included.
3. Mid-Term & Final Exam (100 points each). Students will complete an on-line mid-term and final exam.
Each exam will consist of 50 multiple-choice questions, worth 2 points each. Exact dates and content are listed
on the class schedule/outline.
4. Web discussions/Responses to Questions (25 points). At least 5 times during the semester, I will post
discussion questions for you to consider and thoughtfully respond. Based on the quality of your responses, you
will receive anywhere from 0-5 points on each topic. You will generally have a week to post your responses. It
will be your responsibility to remain aware of postings and any announcements in this web course.
5. Grading Criteria:
Adolescent Paper
Ethnographic study of one's family of origin
Mid-Term Exam
Final Exam
Web Discussions/Responses

100 points
100 points
100 points
100 points
25 points

Letter grades will be calculated as follows:

Percent
95.0-100
90.0-94.9

Points
403-425
382-402

Grade
A
A14

87.0-89.9
83.0-86.9
80.0-82.9
77.0-79.9
73.0-76.9
70.0-72.9
67.0-69.9
63.0-66.9
60.0-62.9
<59.9

369-381
352-368
340-351
327-339
310-326
297-309
284-296
267-283
255-266
<254

B+
B
BC+
C
CD+
D
DF

A grade of A indicates excellent/outstanding performance in all expected areas; a grade of B

indicates that a student has done good work and satisfactorily met the course objectives; etc.

Bibliography
Atwood, N. (2001). Gender bias in families and its clinical implications for women. Social Work,
46(1),

23-35.

Azzi-Lessing, L. (2010). Growing together: Expanding roles for social work practice in early
childhood

settings. Social Work, 55(3), 255-263.

Belluck, P. (2010, December 31). The vanishing mind: Giving Alzheimers patients their way, even
chocolate. New York times. Retrieved from
http://www.nytimes.com/2011/01/01/health/01care.html?_r=1&pagewanted=all
Brubeck, M. (1999). Social Work and the DSM. In F., T., Turner, Adult Psychopathology: A social
work perspective (pp. 121-135). New York, NY: The Free Press.
Burnette, D. (1999). Custodial grandparents in Latino families: Patterns of service use and
predictors of

unmet needs. Social Work, 44(1), 22-34.

15

Cole, S. A. (2005). Infants in foster care: Relational and environmental factors affecting
attachment.
Journal of Reproductive and Infant Psychlogy, 23, 43-61.
Eamon, M. K. (2001). The effects of poverty on childrens socio-emotional development: An
ecological

systems approach. Social Work 46(3), 256-266.

Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work
Practice, 16(3), 338-357.
Haight, W. (2002). African-American children at church: A sociocultural perspective. New York:
Cambridge University Press.
Haight, W., Kagle, J., & Black, J. (2003). Understanding and supporting parent-child relationships
during

foster care visits: Attachment theory and research. Social Work, 48(2), 195-208.

Hanney, L., & Kozlowska, K. (2002). Healing traumatized children: Creating illustrated storybooks
in

family therapy. Family Process, 41(1), 37-65.

Hay, D., & Nyre, R. (2006). The spirit of the child. London: Jessica Kingsley Publishers.
Holmes, J. (2001). The search for the secure base: attachment theory and psychotherapy. Hove,
UK:

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Johnson, L. & Jenkins, D. (2004). Coming out in mid-adulthood: Building a new identity. Journal of
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