Hunter College School of Social Work

HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT III Adult/Aging Focus SSW 713

Course Descriptions (Rationale and Overview):

This two credit, ten week, advanced level course builds upon the foundation level knowledge offered to students in the first two semesters in the Human Behavior and the Social Environment I & II classes.

Cognizant of the critical impact of culture, class, ethnicity, race, age, sexual orientation, spirituality, ability, and gender upon the process of diagnosis and social work practice interventions, the conceptual framework for this course is based upon a social work perspective of normal and pathological behavior with a specific focus on diverse adult and aging populations. Concepts of health, mental health and illness, are viewed as being influenced by a confluence of biopsychosocial factors, which affect persons in their environments.

The conceptual framework for this course is based upon a social work perspective of normal and pathological behavior with a specific focus on adult and aging populations.

Theories underpinning the construction and application of psychiatric diagnostic categories and treatment processes are studied and related to social work roles and functions. The theoretical justification for social work methods of assessment and intervention are presented within the context of the ethics and values of the profession and with a focus on the profession’s fundamental interest in promoting social and economic justice and in addressing the needs of populations at risk. The critical influence of organizational and community resources and access to services on the definition of goals and objectives, and on assessment and treatment selection are identified throughout the course.

Course Objectives:

At the end of this semester the student will acquire:

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

2. an understanding of the complexity of variables, which impact upon definitions, and expressions of mental health and illness with adult and aging or children and adolescent populations (depending on the section).

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

4. an understanding of and be able to critically analyze the multiple theories of etiology related to the major psychiatric categories for adults, 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. multiple levels of assessment and intervention related to major psychiatric categories with adult and aging populations.

6. 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, spirituality, ability and sexual orientation and other populations at risk;

7. 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;

8. intellectual and analytic tools to integrate and apply to practice, multiple and competing theories;

9. tools to pursue aspects of this knowledge in greater depth throughout their social work careers.

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

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

OUTCOMES

Upon successful completion of Human Behavior in the Social Environment III (SSW 713) 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 an understanding of the complexity of variables, which impact upon definitions, and expressions of mental health and illness with adult and aging or children and adolescent populations (depending on the section).

2. To have an understanding of and be able to critically analyze the multiple theories of etiology related to the major psychiatric categories for adults, 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.

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

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

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

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

7. 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.

8. To recognize the unique needs, interest, strengths and problems among diverse groups in society; to understand the dynamics of racism, sexism, classism, heterocentrism, ableism, agism, and other oppressions; 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.

Methods of Instruction:

1. Lectures, class discussions, special presentations and video laboratory sessions are the primary methods of instruction.

2. An optional weekly film laboratory is provided for students who wish additional review and clinical examples of major psychiatric categories. A complete listing of these films and the times they will be shown will be provided for you in the second class.

3. A three-hour lecture on psychopharmacology is required outside of regular class time. This is offered each semester and may be attended more than once.

Required Course Texts:
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders. (DSM-IV). Washington, D.C.: APA. (Quick Reference).

Kaplan, H., & Saddock, B. (1998). Synopsis of psychiatry (8th ed.). Baltimore: Williams & Wilkins.

Maxmen, J. & Ward, N. (1994). Essential psychopathology and its treatment (2nd Ed.). N.Y.: W.W. Norton.

Recommended Texts:

Austrian, S. (1995). Mental disorder, medication and clinical social work. N.Y: Columbia University Press.

Bentley, K., & Walsh, J. (1996). The social worker and psychotropic medication. Pacific Grove, CA.: Brooks/Cole Publishing Company.

A complete Resource Bibliography will also be provided on the first day of class.

CORE COURSE CONTENT THEMES

The Concept of Mental Health
Mental health and mental disorders
Culture, labeling and social work values

Assessment: The biopsychosocial Framework
Ego Functions, Mental Status Exam, DSM IV

Psychotic Disorders:
Schizophrenia and Related Disorders

Definitions
Explanatory Theories
DSM IV Classification and Symptomatology
Social Work Roles and Responsibilities

Delirium, Dementia, Amnestic and other Cognitive Disorders

Definitions
Explanatory Theories
DSM IV Classification and Symptomatology
Social Work Roles and Responsibilities

Mood Disorders:

Definitions
Explanatory Theories
DSM IV Classification and Symptomatology
Social Work Roles and Responsibilities

Anxiety Disorders

Definitions
Explanatory Theories
DSM IV Classification and Symptomatology
Social Work Roles and Responsibilities

Personality Disorders:

Definitions
Explanatory Theories
DSM IV Classification and Symptomatology
Social Work Roles and Responsibilities

Addictions and Substance-Related Disorders

Definitions
Explanatory Theories
DSM IV Classification and Symptomatology
Social Work Roles and Responsibilities

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.

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 or No Credit or Honors will be assigned on the basis of written work and class participation.

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.