Hunter College School of Social Work

HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT SSW 711 and 712

Course Descriptions (Rationale and Overview):

This two-semester pair of HBSE courses provide foundation level, orienting knowledge for all methods and all fields of practice. It prepares students to assess a variety of factors that converge in practice situations so that differential assessment and intervention can be effectively undertaken. The course content addresses the person-in-situation matrix with a specific focus of attention on issues of diversity (culture, class, ethnicity, race, age, sexual orientation, spirituality, ability, and gender). Stages of development across the life span define one axis, while critical contexts (individual, family, function and role-based groups, communities, organizations, and society) define the other axis of the forces that may impinge on social functioning.

Using an multi-dimensional perspective in presenting conceptual frame-works of human behavior and its dynamic interaction with the social environment, the course draws on biological, psychological, and social systems theories and concepts that forms much of the knowledge base for social work practice. Students will also be exposed to social work ethics and values, and the profession’s fundamental interest in promoting social and economic justice and in addressing the needs of populations at risk.

Although multiple theories of person and environment are not always cohesive, often address different phenomena at different levels of abstraction, and are spurred by different ideologies, a major task in this course is to identify and integrate a range of pertinent theories and concepts relevant to each phase of the life course. A major theme in this course is the offering of alternate explanations of human behavior as it is inexorably linked with the bio-psychosocial environment.

The overall objective of HBSE is to enhance the ability of students to make conceptual linkages between multiple explanatory formulations of the person-environment configuration with specific attention given to issues of diversity and practice applications in the field.

Course Objectives

By the end of this semester the students will acquire:

1. the opportunity to examine and critically evaluate the implicit and explicit values and ethics presented in the course content;

2. the opportunity to explore personal biases and stereotypes that can affect the understanding of human behavior and change;

3. a holistic perspective of persons in interaction with their social milieu throughout the life course based on theoretical and empirical knowledge about human behavior, growth, and change. This systems perspective includes individuals, family, group, organization, community, and societal institutions, all of which are influenced by and influence one another;

4. a way of thinking marked by consideration of the variations in human situations due to the transactions of bio-psycho-socio-cultural, and political-economic forces that may either encourage or impede self-determination and the individual's worth and dignity;

5. knowledge of the nature and significance of diversity and its impact upon human development, behavior and values, especially as it relates to differences in gender, race, class, ethnicity, and sexual orientation and other populations at risk;

6. knowledge of a range of biological, psychosocial, and social systems perspectives of human development and behavior as they operate on the individual, family, group, organization, and community levels;

7. knowledge of bio-psycho-social development, adaptation and socialization of individuals in their socio-cultural situations;

8. knowledge of the environmental conditions that promote or inhibit development and behavior; i.e.: poverty, class, discrimination, and oppression, and to discern the necessity of promoting economic and social justice;

9. intellectual and analytic tools to integrate and apply to practice, multiple, competing and unevenly developed theories;

10. encouragement to pursue aspects of this knowledge in greater depth throughout their social work careers;

11. an appreciation for the professional requirement for the systemic evaluation of practice;

12. a facility for oral and written expression and analysis, as required for professional social work practice.

OUTCOMES

Upon successful completion of Human Behavior in the Social Environment I (SSW 711) students will demonstrate a range of competency in each of the stated objectives of the course. As demonstrated by written assignments, group projects and class discussion, students will be expected:

1.   To formulate a working definition of the various bio-psycho-social theoretical perspectives that recognizes the major dimensions of human behavior in the social environment.

2.   To contextualize current theories of human behavior in the social environment in relation to the history and development of the social work profession.

3.   To understand that theoretical perspectives reflect developments in the wider social, economic, political and historical context.

4.   To define social justice, economic security, equality as well as oppression; to understand the role played by human behavior in the social environment.

5.   To learn what clients, social workers, social agencies and social movements can and have done to promote justice and equality and to alleviate oppression.

6.   To understand and analyze the differential impact of human behavior in the social environment on populations at risk, including women, persons-of-color, gays and lesbians, immigrants and persons with disabilities, mental illness, and HIV/AIDS.

7.   To recognize the unique needs, interests, strengths and problems among diverse groups in society.

8.   To understand the impact of oppression and the dynamics of racism, sexism, classism, heterocentrism, ableism, ageism and to understand how oppression of any one population affects the well-being of all clients.

9.   To identify sources of data needed to evaluate and analyze various theories of human behavior.

10.   To become familiar with relevant government statistics and organizational data and their sources including the Internet; to understand the use of social indicators such as poverty measures, demographic distributions, trend data and the role they play in developing and analyzing various theories.

11.   To clarify personal and professional values, to recognize the ethics and values represented by the social work profession; to learn to address the value conflicts and ethical dilemmas that result when social work practice, social agency procedures and theoretical formulations fail to meet basic human needs.

Required Course Texts

      Ashford, J. B., Lecroy, C., & Lortie, K. L. (1997). Human behavior in the social environment: A multidimensional perspective. New York: Brooks/Cole.

Recommended Texts

      Gilligan, C. (1993). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.

      Greene, R.R. (1999). Ecological perspective: An eclectic theoretical framework for social work practice. In R.R. Greene(Ed.). Human behavior theory and social work practice, (2nd ed), (pp.1-18). Hawthorne, NY: Aldine de Gruyter.

      Robbins, S.P., Chatterjee, P., & Canda, E.R. (1998). Contemporary human behavior theory – A critical perspective for social work. Needham Heights: Allyn & Bacon Co.

A complete Bibliography will also be provided for you, which all all required and recommended readings for this course.

CORE COURSE CONTENT THEMES

I.   INTRODOUCTION
     A. Human behavior theories and social work practice
     B. Ecological systems perspective: An orienting framework for social work practice
     C. Types of Social Systems: individuals, groups, families, communities and organizations
     D. Characteristics of Social Systems: culture, norms, social class, ethnicity, sexual orientation, gender, spirituality, abilities, social status, etc.

II. BIOLOGICAL-PSYCHOLOGICAL-SOCIAL THEORIES OF HUMAN BEHAVIOR

     A. Biological Theories
     · BioChemical
     · Genetic
     · Brain Physiology

     B. Psychological Theories
     · Psychodynamic Theories
     · Cognitive Theories
     · Feminist Theories of Psychology

     C. Sociological Theories
     · Conflict Theory
     · Functional Theory
     · Exchange Theory
     · Social-Learning Theories
     · Empowerment Theory
     · Symbolic Interaction
     · Social Constructionism

III. THE FAMILY AS A SOCIAL SYSTEM
     A. Variations in family structure
     · Functions
     · Social roles
     · Theories of the family life-cycle
     · Normative and non-normative events

IV. INFANCY AND EARLY CHILDHOOD
     A. Pregnancy and prenatal experiences
     B. Developmental needs and resources
     C. Emotional and social development
     D. Cognitive development
     E. Moral development
     F. Special topic: Children with special needs

V. SCHOOL AGE
     A. Emotional and social development
     B. Cognitive development
     C. Moral development
     D. Differential access to resources and opportunities
     E. Special topic: Education and the school system

Course Assignments and Evaluation

The instructor and students as colleagues share responsibility for learning in this course. Students' class attendance, participation in role plays, and discussion of relevant professional and personal experiences and of the readings will contribute to their own and others' learning. Therefore, consistent class attendance and active participation are essential to our work together and will be reflected in the course grade.

Students are encouraged to read widely. Without a broad and critical examination of the professional literature, it will be impossible to comprehend the course content and to complete the assignments. A comprehensive bibliography identifying in-depth material on the course's content themes is provided. A listing of highly recommended readings, organized by class session, is also provided herein. This list may be further supplemented as the semester progresses. Although no one is expected to have read all the books and articles by the semester’s end, everyone is expected to have a thorough knowledge of the literature. Familiarity with the literature should be reflected in class discussions and written assignments.

Student Evaluation of the Course and Its Instruction

Student feedback concerning the course and its instruction is encouraged throughout the semester. A formal evaluation will be completed at the semester's end consistent with the School's policy.

Students' grasp of the course content will be reflected through their involvement in class discussions and their completion of the following written assignments.

Expectations Concerning Student Performance and Criteria for Evaluation of Student Performance

Students are expected to attend all classes and notify the instructor (via voicemail) if they will be absent. Credit will be assigned on the basis of written work and class participation. Honors will be given for superior performance in all three of the following: 1) style and content of written work, 2) creative use of assigned and outside readings in papers, and 3) contribution to class discussions.

This course and its instructor adhere to the University and School policies regarding accommodations for students with disabilities, observance of religious holidays, incomplete grades, plagiarism and students' evaluation of the course and its instruction as stated in the Hunter College School of Social Work Student Handbook.