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Department of Clinical Health Sciences

Social Work Program

SCWK 3335 Human Behavior in the Social Environment II

Course Dates, Time, and Location

Spring Semester, 2017: January 18, 2017 to May 11, 2017

Monday, Wednesday, Friday: 11:00 pm - 11:50 pm

DRMA, Room 103

Instructor Contact Information

Maria A. Iyescas, M.S.S.W., LMSW

Assistant Professor of Practice

Manning Hall, Suite 152, Office 123

Office Phone: (361) 593-4187 (preferred)

Office Fax: (361) 593-2442

E-Mail: [email protected]

Office Hours: Monday- 12:00pm-3:00pm

Wednesday- 12:00pm-4:00pm

Friday- 12:00pm-3:00pm

Course Description

SCWK 3335 Human Behavior in the Social Environment II 3(3-0). Includes the study of individuals as they

biologically, psychologically, socially, culturally, and spiritually develop over the human life course within

their environment. Theories and research of human development within environmental context are critically

evaluated as applications are made to social work practice. Prerequisite: SCWK 3325.

mailto:[email protected]

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Course Rational and Purpose

This course is the second course in the Human Behavior in the Social Environment (HBSE) sequence of courses,

building on HBSE I which was focused on a multidimensional approach to examining the behavior of individuals,

couples, families, groups, organizations, communities, and society as a whole. The content of HBSE II continues to

develop students’ theoretical knowledge and reinforces social work values in which practice skills are based.

Students will learn, critically evaluate, and apply theories of individuals as they biologically, psychologically,

socially, culturally, and spiritually develop over the human life course within environmental context. HBSE II

content continues to be viewed from the ecological paradigm, a person-in-environment perspective, and

biopsychosocial approach to clients. Application of knowledge, values, and learned skills are critically

evaluated and applied through a student project and reflection paper. Throughout this course social work values

and ethics as well as information pertinent to diverse populations will be incorporated.

Course Learning Outcomes

1. Gain knowledge of the normal processes of biological, psychological, and social development from

infancy to older adulthood.

2. Assess the effect that developmental tasks and life crises/events have on an individual’s behavior.

3. Identify the various stages of biopsychosocial development and developmental tasks from infancy to

older adulthood.

4. Analyze how an individual functions within various environmental systems including families, groups,

and communities.

5. Distinguish the influences of typical life events and developmental tasks for all people from a variety of

different backgrounds and cultures.

6. Apply different skills to people based on evidenced based knowledge of life span development rather

than one’s own personal experiences.

7. Explain and analyze the influence of major social systems (culture, social class, communities,

organizations, groups, and families) on human behavior and analyze the influence of social stratification,

race, gender, sexual orientation, and ethnicity as it pertains to human behavior.

8. Identify the factors that contribute to prejudice, discrimination, and oppression and analyze the

consequences of discrimination and oppression.

Student Learning Outcomes:

Knowledge and Values:

9. Identify major physical, emotional, social, and cognitive milestones from conception to death

10. Learn how different forms of diversity effect individual milestones from reaching their fullest potential

11. Identify the factors that contribute to prejudice, discrimination, and oppression and analyze the

consequences of discrimination and oppression

Skills:

12. Explain and identify major milestones from conception to death

13. Apply major milestones to future clients in order to see if the client is where he or she needs to be

14. Identify resources to help clients who have not met or having trouble reaching major milestones

15. Explore options with clients who are going through areas of crises concerning major milestones in life.

CSWE Competencies and Professional Behaviors Core Competency 1: Demonstrate ethical and professional behavior

1.1 Make ethical decisions by applying the standards of NASW Code of Ethics, relevant laws and regulations, models for

ethical decision-making, ethical conduct of research, and additional codes of ethics as appropriate to context.

1.2 Use reflection and self-regulation to manage personal values and maintain professionalism in practice situations.

of 21 1.3 Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic communication.

1.4 Use technology ethically and appropriately to facilitate practice outcomes.

1.5 Use supervision and consultation to guide professional judgment and behavior.

Core Competency 2: Engage diversity and difference in practice

2.1 Apply and communicate understanding of the importance of diversity and difference in shaping life experiences in practice

at the micro, mezzo and macro levels.

2.2 Present themselves as learners and engage clients and constituencies as experts of their won experiences.

2.3 Apply self-awareness and self-regulation to manage the influence of personal biases and values in working with diverse

clients and constituencies.

Core Competency 3: Advance human rights and social, economic, and environmental justice

3.1 Apply their understanding of social, economic, and environmental justice to advocate for human rights at the individual and

system levels.

3.2 Engage in practices that advance social, economic, and environmental justice.

Core Competency 4: Engage in practice-informed research and research-informed practice

4.1 Use practice experience and theory to inform scientific inquiry and research.

4.2 Apply critical thinking to engage in analysis of quantitative and qualitative research methods and research findings.

4.3 Use and translate research evidence to inform and improve practice, policy, and service delivery.

Core Competency 5: Engage in policy practice

5.1 Identify social policy at the local, state, and federal level that impacts well-being, service delivery, and access to social

services.

5.2 Assess how social welfare and economic policies impact the delivery of and access to social services.

5.3 Apply critical thinking to analyze, formulate, and advocate for policies that advance human rights and social, economic and

environmental justice.

en Core Competency 6: Engage with individuals, families, groups, organizations, and communities

6.1 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary

theoretical frameworks to engage with clients and constituencies.

6.2 Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and constituencies.

Core Competency 7: Assess individuals, families, groups, organizations, and communities

7.1 Collect and organize data, and apply critical thinking to interpret information from clients and constituencies.


theoretical frameworks in the analysis of assessment data from clients and constituencies.

7.3 Develop mutually agreed-on intervention goals and objectives based on the critical assessment of strengths, needs, and

challenges within clients and constituencies.

7.4 Select appropriate intervention strategies based on the assessment, research knowledge, and values and preferences of clients

and constituencies.

Core Competency 8: Intervene with individuals, families, groups, organizations, and communities

8.1 Critically choose and implement interventions to achieve practice goals and enhance capacities of clients and constituencies.


theoretical frameworks in interventions with clients and constituencies.

8.3 Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes.

8.4 Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies.

8.5 Facilitate effective transitions and endings that advance mutually agreed-on goals.

Core Competency 9: Evaluate practice with individuals, families, groups, organizations, and communities

9.1 Select and use appropriate methods for evaluation of outcomes.


theoretical frameworks in the evaluation of outcomes.

9.3 Critically analyze, monitor, and evaluate intervention and program processes and outcomes.

9.4 Apply evaluation findings to improve practice effectiveness at the micro, mezzo and macro levels.

Course Materials

Required Texts:

Hutchison, E. D. (2013). Essentials of human behavior: Integrating person, environment, and the life course.

Thousand Oaks, CA: SAGE.

ISBN: 978-1-4129-9884-0 Cost from Publisher: $85.00

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American Psychological Association. (2010). Publication manual of the American Psychological Association

(6th ed.). Washington, DC: Author.

ISBN: 978-1-4338-0561-5 Cost from Publisher: $28.95

Course Assignments and Expectations: Point Values, Description of Assignments and Examinations, and Associated Practice

Behaviors:

Professional Identity, Performance, and Demeanor 10%

This is relevant to class attendance; engaging in class activities, including frequency and quality;

professional demeanor; and so forth. Four unexcused absences will result in a drop of a letter grade.

Professional demeanor means respect for peers, modeling of appropriate professional interactions,

appropriate use of professional language, appropriate effective peer/group work, and appropriate and

professional communication both verbally and written. Appropriate use of technology in the class is also

evaluated.

This assignment covers CSWE competencies 1-9 and emphasizes dimensions related to knowledge, values,

professional judgment, critical thinking, ethical decision-making, affective reactions, professional performance.

Student Project: The Biopsychosocial Assessment 10%

Students will conduct a practice biopsychosocial assessment in this course in accordance to the outline

provided in class. They will choose someone they are not related to or friends with, and conduct the

assessment. The assessment will be due before the paper is due.


professional judgment, critical thinking, ethical decision-making, affective reactions, professional performance.

The Biopsychosocial Assessment Paper 20%

Additionally, students will write a short reflection paper over their experience conducting the practice

biopsychosocial assessment. Each reflection paper will be at least six pages in length (the paper can be

longer if necessary) NOT including cover sheet and references (3 scholarly references are expected

beyond the textbook; NO websites may be used) conforming to the standards of the most recent edition

of the Publication Manual of the American Psychological Association. The reflection paper must

contain the elements listed below.

I. Introduction

II. The Overall Experience (With the Interview)

III. Your Use of Engagement and Assessment Skills (Learned in Social Work Practice I)

IV. Recommendations for Evidence-Based Interventions (Learned in Social Work Practice I)

V. Social Work Value Conflicts or Ethical Concerns

VI. Issues Related to Diversity

VII. How Would You Evaluate the Above Recommended Evidence-Based Interventions

VIII. What Would You Do Different (In the Interview)

IX. Summary and Conclusion


professional judgment, critical thinking and ethical decision-making, affective reactions, professional

performance.

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Life Span Paper 20%

Each student will choose a segment of the human life span that is particularly interesting to you:

Infancy (birth through about 18 months),

Toddler years (18months through about 3 years),

Early childhood (4 years through about 6 years),

Middle childhood (7 years through about 12 years),

Adolescence (13 years through about 17 years),

Young adulthood (18 years through about 25 years),

Adulthood (26 years through about 39 years)

Middle adulthood (40 years through about 59 years),

Older adulthood (60 years though death).

Based on the segment that you choose, each student will write a 6-page paper (NOT including the cover and

reference pages) describing that part of the life span. The paper may be longer if necessary. The paper needs to

have 6 different peer-reviewed sources; NO websites may be used. The paper must conform to the APA

standards located in the blue APA book.

The paper must adhere to the following format:

a. Describe your particular segment of the human life span

b. Discuss biological issues related to your age group

c. Discuss cognitive issues related to your age group

d. Discuss psychological or emotional issues related to your age group

e. Based on research, what are the 3 most important issues your age group faces; make sure that you

have research to back these findings



performance.

Human Development Presentation 10%

Students will be assigned groups in which a short presentation will be given. You must work with students who

also chose the same life span segment as your Life Span paper that you already completed. Power points must

be used for the presentation. Each person in the group must present during the presentation. The presentation

must be between 10-15 minutes long. Each group must use at least 4 peer reviewed sources; NO websites may

be used. Each slide in the power point must have a citation on it. A reference sheet must be turned in that

follows APA standards. A hard copy of the power point presentation must also be given to the instructor.

You must cover the following in your presentation:

a. Typical milestones of your age group

b. Indicators of good health and emotional well-being

c. 2 developmental issues your age group could possibly deal with

d. Identification of a strategy or intervention that has proven to help with the two developmental issues

that your group identified in section c

e. Identify local resources that are available in your community for the specific age group your group

presented on



performance.

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Examinations 30%

There will be three (3) examinations in this course. Each of these examinations is worth 10% of your

total course grade.



performance.

Grading Information

Grading Scale:

90 – 100 = A

80 – 89 = B

70 – 79 = C

60 – 69 = D

59 or Below = F

What Grades Mean (plus and minuses are assigned at instructors’ discretion)

A/A- = Exceptional work: outstanding: this grade will be assigned to work that shows extensive use of the

course learning content, application, evaluation, creativity and use of independent learning, as well as wide

use of concrete examples from the course and community and policy practice.

B/B- = Fully meets course standards: this grade will be assigned to work in which all aspects of

assignments are completed satisfactorily, showing a combination of accurate use of theory and principles,

and precise descriptions of community and policy practice.

C/C- = Overall performance is satisfactory; meets minimum expectations and standards of

assignments.

D = unsatisfactory: fails to meet minimum expectations of the course regarding assignments,

discussions, exams, etc.

F = Failure: overall quality of work is very unsatisfactory. Student fails to meet course expectations and

show poor attention to and/or ability to complete course tasks, demonstrate adequate learning of course

content, and/or demonstrates failure to adhere to course deadlines, attendance, completed assignments, etc.

Incomplete grades. A temporary grade of Incomplete may be assigned to a student who, for a reason

beyond the student’s control, has been unable to complete the required work in a course on time. It is the

student’s responsibility to request an Incomplete from the instructor. A request signed by the student and

the faculty member must be on file when grades are submitted. A student may not enroll in a course

sequential to one in which he or she has an I or F letter grade. An incomplete not removed by the end of

the next semester will be changed to an F.

Academic Policies

The student has the right to expect competent, well-organized instruction for the full number of clock hours

allotted for a course; written assignments graded fairly and with reasonable promptness to show the student's

academic standing in the course at least before mid-semester; ample opportunity to confer with the professor at

published office hours in order to review graded written work; freedom from ridicule, discrimination,

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harassment

Or accusations in the presence of other students or faculty members; and an avenue for appealing to higher

academic authority in case of alleged unfairness by an instructor.

Academic Misconduct

Texas A&M University-Kingsville students are expected to assume individual responsibility for maintaining a

productive learning environment and conduct themselves with the highest regard for respect and consideration

of others. On-going or one-time behaviors considered distracting (including, but not limited to, coming late to

class, performing a repetitive act that is annoying, sleeping, or reading newspapers or outside materials, etc.)

may be addressed by the course instructor initially, either generally or individually, in an effort to manage the

classroom. Cases in which behavior becomes excessive and the student refuses to response to the faculty

member’s efforts may be referred to the Dean of Students.

Academic Dishonesty

Students are expected to do their own course work. Plagiarism constitutes one form of academic dishonesty.

The student handbook defines plagiarism as “portrayal of another’s work or ideas as one’s own”. Other

examples of academic dishonesty include cheating, fabrication, lying, multiple submissions of the same

assignment, bribery, threat, and aiding or facilitating another in an act of academic dishonesty. The University

policy states “the usual penalty for academic dishonesty is a grade of F on the particular assignment or in the

course. More serious cases of academic dishonesty involving repeat offenses, conspiracy with other students, or

theft of exam questions may result in suspension or expulsion from the university.”

For complete discussion of the definitions and University policy related to academic misconduct, please refer to

the Texas A&M University-Kingsville Student Handbook located at:

http://www.tamuk.edu/dean/dean_files/studenthandbook.pdf for the university policies concerning students

with disabilities. A copy of the student handbook is also available for your review in the Social Work Program

office.

Harassment and Discrimination

Harassment and discrimination constitute non-academic misconduct. The University defines harassment as “to

conduct by any means with intent to harass, annoy, alarm, abuse, torment, intimidate, bully or embarrass

another and would cause a reasonable person substantial emotional distress and undermine his or her ability to

work, study, learn or participate in regular life or university activities. Harassing conduct may be verbal,

written, visual, electronic or physical in nature, and include only one instance to be considered harassing. Jokes

and other comments interpreted as threats are taken seriously and acted upon to the full extent of the

University’s procedures.”

Sexual misconduct represents one form of discrimination and includes sexual assault, sexual harassment,

domestic violence, dating violence, and stalking. It is the policy of the University that “upon learning that an act

of sexual misconduct has taken place, immediate action will be taken to address the situation and hold the

accused student accountable. This includes working with state and local law enforcement to bring possible

criminal charges and seeking disciplinary action through the university.” The University encourages prompt and

accurate reporting of sexual misconduct.

The University is committed to protecting the privacy of victims of sexual misconduct and will work closely

with students who wish to obtain confidential assistance. However, the University cannot guarantee complete

confidentiality but will share only information as needed to address the issue.

For complete discussion of the University policy related to non-academic misconduct, including harassment and

discrimination, please refer to the Texas A&M University-Kingsville Student Handbook located at:

http://www.tamuk.edu/dean/dean_files/studenthandbook.pdf for the university policies concerning students with

disabilities. A copy of the student handbook is also available for your review in the Social Work Program

office.

http://www.tamuk.edu/dean/dean_files/studenthandbook.pdf





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Students with Disabilities

The Disability Center at Texas A&M University-Kingsville promotes an inclusive environment free of physical

and attitudinal barriers to ensure that students with disabilities engage in a full- range of college experiences. It

is the responsibility of the student to provide documentation that verifies the student’s condition meets the

definition of a disability as defined by applicable laws. To request services, the student must submit disability

documentation and a detailed class schedule in writing to the Disability Center. This request must be delivered

in person or by FAX to 361.593.2006 at least 2-3 weeks in advance of the requested accommodation. The

Disability Center is located in the Student Health and Wellness Department at 700 University Blvd, MSC 112.

The phone number is 361.593.3024. Please refer the Disability Resource Center’s website at

http://www.tamuk.edu/drc/drc-apply.html if you have questions or need additional information.

Federal Law requires that requests for services for students with disabilities be considered on an individual,

case-by-case basis. A student who feels he or she has been subject to discrimination in an academic program

or university department based on disability may file a written grievance to the Compliance Office or the

Disability Resource C e n t e r .

Please refer to the most recent version of the Texas A&M University-Kingsville Student Handbook located at:

http://www.tamuk.edu/dean/dean_files/studenthandbook.pdf for a complete explanation of the University

policies concerning students with disabilities. A copy of the Student Handbook is also available for your review

in the Social Work Program office.

State “Six-Drop” Policy

ADD/DROP Policies

Texas State Senate Bill 1231 limits the number of drops that certain undergraduate students may accrue without

a punitive grade. Students are permitted only six (6) non-punitive drops during their undergraduate studies.

Non-punitive grades including in the maximum number of drops will be identified on the student’s transcript

with a grade of QI. One a student accumulates six QI grades, the only grade that may be awarded for a dropped

course is

a grade of QF, regardless of the student’s academic standing in the class. Drops processed while withdrawing

from the university will not be included in the maximum number of non-punitive drops.

A student may also drop a course with a grade of QI after the 12th week of the semester or the mid-point of the

summer session if the student is passing at the time the drop is processed. A student who is not passing after the

mid-point and drops a course will receive a grade of QF. Refer to the university website

https://www.tamuk.edu/registrar/drop_policy.html if you have questions or need additional information.

Specific Course Policies

Students are encouraged to ask questions and utilize my office hours. Remember that I am here for you and I

want you to succeed. Classroom attendance and participation is necessary and expected. Students are

responsible for understanding the Texas A&M University-Kingsville Class Attendance policy. Students must

notify the course instructor of any absence in writing, or the absence will be considered unexcused and make-up

work may not be allowed. A student with three unexcused will be referred to the Social Work Program

Director. A student having five unexcused absences will be dismissed from the course.

Students who fail to complete an assignment due to a valid, documented reason will be allowed to make-up the

assignment within 3 days of notification of late assignment. It is the student’s responsibility to email the

instructor the day the assignment is due and present written documentation (if requested) to the professor at or

before the next scheduled class. Only after these steps are followed will the student be allowed to make-up the

assignment.

All students are expected to follow the National Association of Social Workers’ Code of Ethics located at:

http://www.socialworkers.org/pubs/code/default.asp; additionally, adherence to expected to the Javelina Honor

http://www.tamuk.edu/drc/drc-apply.html






https://www.tamuk.edu/registrar/drop_policy.html

http://www.socialworkers.org/pubs/code/default.asp






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Code and the Student Code of Conduct found in the Texas A&M University-Kingsville Student Handbook

located at: http://www.tamuk.edu/dean/dean_files/studenthandbook.pdf.

Make-up examinations and course assignments will be considered on a case-by-case basis, and will only

be allowed for emergencies, university approved absences, or course instructor approved absences.

Late submission of assignments will be considered on a case-by-case basis, and only allowed for

emergencies, University approved absences, or absences approved by the course professor. Assignments

will be subject to the lowering of one letter grade for each day the assignment is late when there is no

university accepted approved excuse for non-submission of assignment on due date.

Electronic devices of any kind, including cell phones, Blackberries, audio or video recorders, laptops, and

so forth, are not to be turned on or used in class unless such use is preapproved by the university or

course instructor.

This syllabus is subject to change. Any such changes will be discussed in class and be posted through

announcements on Blackboard Learn. ** Means subject to change or revise.

Course Schedule*

Week/Dates Readings**/Lecture Topics/Assignments/Examinations EPAS Standards, Professional

Behaviors And Cognitive/

Affective Domains

Week 1

1/18-1/20 Course Introduction

Reading: Chapters 1 and 2 (Hutchison)

Lecture Topic: A Multidimensional Approach to Human

Behavior in the Social Environment and Theoretical Perspectives

on Human Behavior in the Social Environment (a review)

1.1, 1.3, 2.1,2.2, 2.3, 3.1,

4.1, 4.3, 6.1, 6.2

7.1, 7.2, 8.1

Knowledge

Values

Critical Thinking

Professional Judgment

Ethical Decision-Making

Week 2

1/23-1/27 Reading: Chapter 2 (Cont.) and Chapter 10 (Hutchison)

Lecture Topic: Theoretical Perspectives on Human

Behavior in the Social Environment and The Human Life

Course- Orientation and Conception

Exam 1: Chapters 1-2, 2/3/2017

1.1, 1.3, 2.1,2.2, 2.3, 3.1,

4.1, 4.3, 6.1, 6.2

7.1, 7.2, 8.1

Knowledge

Values

Critical Thinking








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Week 3

1/30-

2/03

Reading: Chapters 10 (Hutchison)

Lecture Topic: The Human Life Course- Orientation and

Conception (continued)

1.1-1.5, 2.1-2.3, 3,1-3.2,

4.1-4.3, 5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5, 9.1-9.4

Knowledge

Values

Critical Thinking



Affective Reactions

Professional Performance

Week 4

2/6-2/10 Reading: Chapter 11 (Hutchison)

Lecture Topic: Infancy and Toddlerhood

Biopsychosocial Assessment Due: 2/10/17

1.1-1.5, 2.1-2.3, 3,1-3.2,

4.1-4.3, 5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5, 9.1-9.4

Knowledge

Values

Critical Thinking



Affective Reactions


Week 5


Lecture Topic: Infancy and Toddlerhood (continued)

1.1-1.5, 2.1-2.3, 3,1-3.2,

4.1-4.3, 5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5, 9.1-9.4

Knowledge

Values

Critical Thinking



Affective Reactions


Week 6

2/20-2/24

Reading: Chapter 12 (Hutchison)

Lecture Topic: Early Childhood

Biopsychosocial Assessment

Paper Due: 2/24/17

1.1-1.5, 2.1-2.3, 3,1-3.2,

4.1-4.3, 5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5, 9.1-9.4

Knowledge

Values

Critical Thinking



Affective Reactions


of 21 Week 7

2/27-3/3


Lecture Topic: Early Childhood (continued)

1.1-1.5, 2.1-2.3,

3,1-3.2, 4.1-4.3,

5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5,

9.1-9.4

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

Making

Affective

Reactions

Professional

Performance

Week 8

3/6-3/10


Lecture Topic: Middle Childhood

1.1-1.5, 2.1-2.3,

3,1-3.2, 4.1-4.3,

5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5,

9.1-9.4

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

Making

Affective

Reactions

Professional

Performance

3/13-3/19 Spring Break Holiday

Week 9

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

3/20-3/24

Critical Thinking

Professional

Judgment

Ethical Decision-

Making

of 21 Reading: Chapter 13 (Hutchison)

Lecture Topic: Middle Childhood (continued)

Life Span Paper Due: 3/24/17

Exam 2: Chapters 10-13, 3/31/2017

1.1-1.5, 2.1-2.3,

3,1-3.2, 4.1-4.3,

5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5,

9.1-9.4

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

Making

Affective

Reactions

Professional

Performance

Week 10

Preparing to Meet with Policy Makers

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

Making

Affective

Reactions

Professional

Performance

3/27-3/31

(March 31 last day to Drop the Course with a Q)


Lecture Topic: Adolescents

1.1-1.5, 2.1-2.3,

3,1-3.2, 4.1-4.3,

5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5,

9.1-9.4

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

Making

Affective

Reactions

Professional

Performance

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Week 11


Lecture Topic: Adolescents (continued)

Presentation 1: Infancy, 4/5/17

Presentation 2: Toddler, 4/7/17

1.1-1.5, 2.1-2.3,

3,1-3.2, 4.1-4.3,

5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5,

9.1-9.4

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

Making

Affective

Reactions

Professional

Performance

Week 12

4/10-4/14

April 14 is

Good

Friday

Holiday


Lecture Topic: Young and Middle Adulthood

Presentation 3: Middle Childhood, 4/12/17

Presentation 4: Adolescence, 4/14/17

1.1-1.5, 2.1-2.3,

3,1-3.2, 4.1-4.3,

5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5,

9.1-9.4

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

Making

Affective

Reactions

Professional

Performance

Week 13


Lecture Topic: Young and Middle Adulthood (continued)

Presentation 5: Adulthood, 4/19/17

1.1-1.5, 2.1-2.3,

3,1-3.2, 4.1-4.3,

5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5,

9.1-9.4

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

Making

Affective

Reactions

Professional

Performance

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*The course schedule is subject to modification depending on the needs of the students and rate at which class covers study materials.

**Textbook readings should be completed before the Monday class each week to ensure adequate preparation for classroom

discussion.

Week 14


Lecture Topic: Late Adulthood

Presentation 6: Older Adulthood, 4/26/17

1.1-1.5, 2.1-2.3,

3,1-3.2, 4.1-4.3,

5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5,

9.1-9.4

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

Making

Affective

Reactions

Professional

Performance

Week 15

5/1-5/3

Dead Week: Class Discussion, Questions, and Answers 1.1-1.5, 2.1-2.3,

3,1-3.2, 4.1-4.3,

5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5,

9.1-9.4

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

Making

Affective

Reactions

Professional

Performance

Week 16

5/5-5/11 Exam 3 (Final Exam): Chapters 14-16, TBA 1.1-1.5, 2.1-2.3,

3.1-3.2, 4.1-4.3,

5.1-5.3, 6.1-6.2,

7.1-7.4, 8.1-8.5,

9.1-9.4

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

Making

Affective

Reactions

Professional

Performance

of 21

Course Matrix of Competencies, Professional Behaviors, Learning Outcomes, Units, Measures and

Cognitive/Affective Dimensions

CSWE

Competencies

Professional

Behaviors

Course Learning Outcomes

Units Measures Cognitive/Affective

Dimensions

Competency 1 1.1-1.5 Apply different skills to people based on

evidenced based knowledge of life span

development rather than one’s own personal

experiences

Explain and analyze the influence of major

social systems (culture, social class,

communities, organizations, groups, and

families) on human behavior and analyze

the influence of social stratification, race,

gender, sexual orientation, and ethnicity as

it pertains to human behavior

Identify the factors that contribute to

prejudice, discrimination, and oppression

and analyze the consequences of

discrimination and oppression

Chps 10-16 Biopsychosocial

Assessment

Biopsychosocial

Assessment

Paper

Life Span Paper

Human

Development

Presentation

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

making

Professional

performance

Affective Reactions

Competency 2 2.1-2.3 Gain knowledge of the normal processes of

biological, psychological, and social

development from infancy to older

adulthood

Assess the effect that developmental tasks

and life crises/events have on an

individual’s behavior

Identify the various stages of

biopsychosocial development and

developmental tasks from infancy to

adulthood

Analyze how an individual functions within

various environmental systems including

families, group, and communities

Distinguish the influences of typical life

events and developmental tasks for all

people from a variety of different

backgrounds and cultures

Apply different skills to people based on



experiences











Chps. 10-16 Biopsychosocial

Assessment

Biopsychosocial

Assessment

Paper

Life Span Paper

Human

Development

Presentation

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

making

Affective Reactions

of 21 Competency 3 3.1-3.2 Apply different skills to people based on



experiences












Chp. 10-16

Biopsychosocial

Assessment

Paper

Life Span Paper

Human

Development

Presentation

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

making

Professional

Performance

Competency 4 4.1-4.3 Gain knowledge of the normal processes of



adulthood







experiences








Chp. 1-2,

10-16

Biopsychosocial

Assessment

Biopsychosocial

Assessment

Paper

Life Span Paper

Human

Development

Presentation

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

making

Professional

Performance

Affective Reactions

of 21 Competency 5 5.1-5.3 Explain and analyze the influence of major











Chps.

10-16

Biopsychosocial

Assessment

Biopsychosocial

Assessment

Paper

Life Span Paper

Human

Development

Presentation

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

making

of 21 Competency 6 6.1-6.2 Gain knowledge of the normal processes of



adulthood







adulthood











experiences












Chps1,2

10-16

Biopsychosocial

Assessment

Human

Development

Presentation

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

making

Professional

Performance

Affecive Reacions

of 21 Competency 7 7.1-7.4 processes of biological, psychological, and

social development from infancy to older

adulthood







adulthood











experiences












Chps. 1,2,10-16

Biopsychosocial

Assessment

Biopsychosocial

Assessment

Paper

Life Span Paper

Human

Development

Presentation

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

making

Professional

Performance

Affecive Reactions

of 21 Competency 8

8.1-8.5 processes of biological, psychological, and

social development from infancy to older

adulthood







adulthood











experiences












Chps. 10-16

Biopsychosocial

Assessment

Biopsychosocial

Assessment

Paper

Life Span Paper

Human

Development

Presentation

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

making

Professional

Performance

Affective Reactions

of 21

Competency 9 9.1-9.4 Explain and analyze the influence of major











Chps. 10-16

Biopsychosocial

Assessment

Biopsychosocial

Assessment

Paper

Life Span Paper

Human

Development

Presentation

Knowledge

Values

Critical Thinking

Professional

Judgment

Ethical Decision-

making

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