SW246: HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT--Fall 2009
Professor Mary S. Carlsen, MSW, LISW
Holland 213C, e-mail <carlsen> Office: x3136
Hours: Wednesday 3:00-4:30; Thursday 1:-2:30 (others by appointment)
Program Mission
The Social Work Program prepares liberally educated professional social workers
to ethically serve diverse populations and promote a just global community.
Description
Humans relate to one another in couples, families, groups, organizations, and communities. The physical environment is also a system with which humans have reciprocal relationship. Through social systems, cross-cultural, strengths, and empowerment frameworks, social work majors apply prerequisite and advanced theoretical research material from biology, psychology, and sociology to assess situations encountered by social workers. Culturally, racially, and ethnically diverse examples are drawn from literature and from students' writing assignments. Prerequisites: Soc/Anth 121, Psych 241, and Bio 123 or 243
“In theory there is no difference between theory and practice; in practice, there is” ~Yogi Berra
“In our differences we grow, in our sameness we connect.” ~Virginia Satir
“A genuinely liberal education will produce whole persons with intellectual breadth…practical persons to act competently, and persons of deep commitment, willing to roll up their sleeves and join
the struggle to build a humane and sustainable world” ~David Orr
Definition of Generalist Practice
Generalist practice is multilevel intervention with clients (individuals, families, groups, organizations and communities) of diverse backgrounds. It uses the social systems framework, the planned change process, empowerment perspective and strengths-based approach to practice. It is grounded in the liberal arts, scientifically informed and ethical.
Objectives
After satisfactory completion of the course, the student should be able to:
1. Describe "person/system-in-environment" and apply it to human functioning and development in relation to biological, psychological, social, cultural, environmental, and spiritual variables;
2. Use applied systems theory and the social systems model as a foundation for assessment and evaluation in generalist practice;
3. Describe the strengths and empowerment perspectives as foundational frameworks for social work practice;
4. Assess an individual, group, family, organization, and community from a social systems perspective, using examples from literature;
5. Articulate potential consequences of diversity and oppression in race, class, gender, geographic location, ethnicity, age, sexual orientation, and religious belief for individuals, families, groups, organizations, communities and social workers, using research studies and case examples from domestic and international literature and the lived experiences of human beings;
6. Identify increased awareness of race/ethnicity, class, gender, religion, sexual orientation and geographical location as crucial to personal identity, membership in systems, and professional practice.
7. Apply theoretical frameworks and concepts to her/himself and give experiential examples of how behavior is interrelated with the social and environmental context;
8. Describe how her/his own moral development and knowledge of human behavior affect the social work processes of assessment, knowledge building, and policymaking in work with diverse client systems of all sizes.
Books
Golding.W. (1954). Lord of the flies. New York: Putnam.
Schriver, J. (2004). Human behavior and the social environment (4th edition). Needham Heights, Massachusetts: Allyn and Bacon.
Mazel, E. (1998). “And don’t call me a racist!” Lexington, Massachusetts: Argonaut Press (provided).
McBride, J. (1996). The color of water: A black man’s tribute to his white mother. New York: Riverhead Books.
Shkilnyk, A. (1985). A poison stronger than love. New Haven, CT.: Yale University Press. Chaps 1-8.
Reynolds, B.C. (1987 edition.). Social work and social living. Silver Spring, MD: National Association of Social Workers.
Tucker, N. (2004) Love in the driest season: A family memoir. New York: Crown Books.
Articles
Forte, J. (2007). Human behavior and the social environment: Models, metaphors, and maps for applying theoretical perspectives to practice. Belmont, CA: Thomson Brooks/Cole. pp. 210-226 and chapter 5. (L: drive)
Hodge, D. (October, 2002) Does social work oppress evangelical Christians? A “new class” analysis of society and social work. Social Work, 47(4). 401-414. (L: drive)
Hoff, M. & Polack, R. (March 1993). Social dimensions of the environmental crisis: Challenges for social work. Social Work, 38 (2). Silver Spring, MD: National Association of Social Workers.
Hoffman, E. & Myers, D. (2002). Why can’t they make this place more Jewish? In Scales, et al (eds),
Spirituality and religion in social work practice; #13. (L: drive)
James, S. (1995). Abandoned by the family in old age. In Tabor, M. & Batra, S. Social strains of globalization in India. New Delhi, New Concepts International Publishers. Chapter 6. (provided)
Josh, A. (1995). Harassment by in-laws for dowry. In Tabor, M. & Batra, S. Social strains of globalization in India. New Delhi, New Concepts International Publishers. Chapter 7. (provided)
Martin, P. et al. (1992). Organizational and community transformation: The case of a rape crisis center. Administration in Social Work, 1693/4, 123-145. (L: drive)
MacIntosh, P. (1990). White privilege: Unpacking the invisible knapsack http://www.nymbp.org/reference/WhitePrivilege.pdf
Minahan, A.(1980). Theories and perspectives for social work. Social Work, 25(6), 435 (handout)
St. Olaf College (2008) Black & Gold & Green. Sustainability web pages http://www.stolaf.edu/green/report/status/index.html
Straughan, H. (2002). Spiritual development. In Hugen, B. and Scales, T. (eds). Christianity and social work: Readings on the integration of Christian faith and social work practice. 145-166. (L: drive)
For reference:
Norlin, J., et al (2003). Human Behavior and the Social Environment (4th ed). Boston, Massachusetts: Allyn and Bacon. Chapter 3. (L: drive)
Guidelines/Expectations
The classroom is, in itself, a social system that functions in a physical/natural environment. For this system to function properly to fulfill its intended learning outcomes, the input from both students and the instructor is critical. I will strive to foster an educational experience that is open to change, intellectual inquiry, honest expression of beliefs, and critical questioning, and is respectful of all participants. At the same time, students are expected to prepare for each class, to be present in class unless there is a valid reason to miss, and to participate fully in the discussions and proceedings of each class. I also expect you to make every effort to use language, both verbally and in writing, which is respectful, strengths-based, and inclusive; you should hold me to the same standard. I will consider the fulfillment of these expectations when deciding the final grade.
Assignments must be handed in on time; arrangement for late submission must be made with me ahead of time. I will dock late assignments two points per day, including weekends. Spelling, grammar, and punctuation do count in my grading. Papers must use 12-point font, be 1.5 or double-spaced (2-sided printing is fine) and in APA style; see library home page for APA instructions. There will be two exams, two papers, one book discussion, a presentation, a journal, diversity events attendance, and a comprehensive final. Anything that happens when the class is together--video, guest speaker, lecture material, discussion--may be included in exams. Your attendance at the final is mandatory; absence will result in failure of the final. College policy states that rescheduling a final is not allowed for family vacations, pre-purchased plane tickets, weddings, etc. Remember: St. Olaf (and the social work profession!) takes very seriously any ethical violations, including plagiarism. You can find the policies of the college on the following sites:
http://www.stolaf.edu/stulife/thebook/academic/integrity.html
http://www.stolaf.edu/stulife/thebook/academic/honor.html
Any student with a documented cognitive, physical or social/emotional disability who needs academic accommodations is expected to speak with me during the first two weeks of class. All discussions will remain confidential. Students with a disability who do not have an accommodation letter need to contact Ruth Bolstad (bolstadr@stolaf.edu ) or Connie Ford (ford@stolaf.edu) in Student Disability Services in the Academic Support Center (x3288) located in the back of the Modular Village.
Assignments/Activities
1. Diversity Conversations with Reflection Journal - Due: Nov 23
Purpose: To gain experience interviewing and to learn how rich aspects of human diversity affect people’s development and identity.
Relationship to ILOs: Addresses outcomes 1, 4, 5, 8
Audience: Only your professor; no one else needs to read your journal
Description: Through the course of the semester, talk with five people, each significantly different from you in one aspect of human diversity--age, gender, sexual orientation, degree of physical ability, ethnicity, class, or geographic location. These can be people you know or don’t know, though you should not know them so well you might know what they will say in this interview. Ask them to:
- describe one situation where this aspect of diversity seriously affected their lives in some way, either negatively or positively
- discuss whether they have ever felt ciscriminated against or treated differently onthe basis of this difference, how they felt and how they reacted.
Record your learning in your journal, illustrated by brief descriptions of what your interviewees told you (protect confidentiality by disguising the identity from me, and assure them you will do this). Then focus the bulk of your writing on what you learned from hearing their stories. Discuss at least three of the following questions in your journal as you reflect on your learning:
- Was it difficult or easy to talk with/listen to this person? Why?
- What did you learn about the effects of diversity onidentity development and behavior?
- What strengths or sense of empowerment did this person identify, if any?
- As you think about the role of social policy in affecting peoples' lives, how might policies be
used to address situations like the ones descrobed in your conversation? - What systems in this person's environment play a significant role in the situations you discussed?
Hand in the journal reflections on TWO of your interviews, and write down the characteristics of the other three interviewees so I know that you completed five interviews. I will read and provide comments. I would love to read all five of your journal reflections, but time prevents my being able to do that. Choose the two excerpts that best illustrate your learning as related to this course.
Evaluation:I will grade the journalsusing a plus/check/minus system. You must complete all five interviews and the journal to pass the course. I will look for evidence of your willingness to step outside your comfort zone to learn about human diversity. A thoughtful journal that demonstrates your learning and self-awareness may improve your grade for the course; the opposite can affect it adversely.
2. Class Leadership: - Due on date assigned in class
Purpose: The purpose of this assignment is three-fold--to use literature to further understand the impact of both diversity and discrimination on human behavior, to apply theories and models of human behavior and the social environment, and to develop group presentation/facilitation skills.
Relationship to ILOs: Addresses outcomes 1, 2, 3, 4, 5, 8
Audience: The whole class and teacher
Description: I will assign you to a small group to present and lead class discussion on one of the books assigned to the class. Your discussion will be expected to last the full class period. Your group will:
- Read the assigned book/book segment (arlier and more carfully than everyone else)
- Meet together ahead of class time
- Prepare some background material on the book to aid discussion (for instance: author, time period, information on cultural group, historical time period)
- Prepare discussionoutline/questions related to course content, specifically addressing the following:
a) what social system is illustrated and what are its components?
b) which theories, frameworks, and/or concepts of human behavior from the related chapter in Schriver could be illustrated with this example from literature?
c) what is the relationship between this system and its social and natural environment?
d) what impact(s) of human diversity are illustrated in this writing?
e) what example(s) of oppression or discrimination is illustrated? How might this have been challenged, and by whom?
f) how might your description of a-e above change if the system was (choose two or more): female, elderly, rural, gay/lesbian, European-American, disabled? - Meet with instructor to go over discussion plans
Evaluation: I will evaluate the group as a whole; each of you will receive the same number of points. I will assign points based on whether you followed the instructions, shared responsibility, engaged the class in discussion and addressed points a-f above.
3. Self as System Paper: - 1800 words - Due: Sept 25
Purpose: This assignment is designed to assist you to begin to think from person/system-in-environment, bio-psycho-social-spiritual-cultural, and systems perspectives, with an awareness of the impact of diversity on your own human behavior and social work practice.
Relationship to ILOs: Addresses 1, 2, 6, 7, 8
Audience: Your own (real or imaginary) professional helper (minister, social worker, psychologist or other professional) and your professor
Description: Describe yourself, in 1800 words or less. Succinctly answer the question "Who are you?" in light of the knowledge you have gained studying human biology, sociology, psychology, and religion. Consider your self as biological (stage of physical development, sex, sexual orientation, relationship to the natural world), as social (roles, ethnicity, socialization, class, gender), as psychological (stages of psychological development), and as spiritual/religious (moral development). Do incorporate material you have studied in other related liberal arts courses, with reference to course, reading, or speaker.
Evaluation: I will evaluate your paper based on whether you addressed bio-psycho-social-spiritual components of yourself, the degree of depth you exhibit, the clarity/conciseness of your writing, and whether you integrate at least a portion of your self-assessment to previous learning in other courses at St. Olaf (use APA style of reference).
4. Family Assessment Paper: - 6-8 pages - Due: Oct 14
Purpose: To understand different definitions of family, to apply theoretical knowledge about families as systems that develop and change in relationship to their environments and to gain critical self-awareness about the impact one’s own family has on one’s development and identity
Relationship to ILOs: Addresses 1, 3, 5, 6, 7, 8
Audience: Your professor
Description: Assess your own family as a social system. Use the information on applied systems theory from Forte chapter 5, the systems model of Norlin and Chess, the ecomap in Forte (p. 186) and the ideas discussed in Schriver and in class about family development, sustainability, and the impact of diversity and discrimination. Include:
a) How you define your family and who are its members
b) A systems model illustration of your family, with brief description in the text boxes
c) An ecomap of your family in relation to its environment, including one element in the natural environment (air, water, land, plants)
d) How racism, classism, sexism, ablism, religious discrimination, or heterosexism (choose one) affects your family;
e) How your assessment might be different if your family were gay parented, African- or Hispanic American, female-headed, poor, recent immigrants, or rural (choose one).
f) How you family system’s behavior might be different if if you were raised in a very different natural environment (Choose one): in Alaska coping with dangerous terrain and extremely cold weather? on the edge of the Sahara desert in North Africa? in a neighborhood with no parks? in a community living in a flood plain?
Evaluation:Your grade does not depend on how much private information you include about your family, but do be assured that I hold this information in strict confidence, within the guidelines of the NASW Code of Ethics and applicable laws.I will grade you on how well you apply and reference course learning and readings, whether you address a-f above, and the clarity of your writing.
5. Program Application (on department website) - Due: Nov 2
6. Diversity event - Due: Nov 18
Purpose: To move yourself out of your comfort zone in engaging the richness of human diversity
Relationship to ILOs: Addresses 4 and 8
Audience: Your professor
Description: During the semester, attend one “diversity event”, on or off campus. This can be a play, a concert, a reading, a dinner, a cultural celebration; other options are possible if you think they meet the purpose of the assignment. After you attend the event, write a response, maximum of 1000 words, that illustrates how this event helped you achieve learning outcomes number 4 and/or number 8.
Evaluation:This assignment will be graded with a plus/check/minus, and must be completed to pass the course. I will look for honest self-assessment and willingness to learn about diversity unfamiliar to you. This is key to social work practice and to clear assessment with client systems. The evaluation of this assignment can affect a final grade, particularly if you sit on the border between grades.
7. Macro System Assessment PowerPoint presentation: 25 minutes - Due: Dec 7, 9, 11
Purpose: To demonstrate the ability to illustrate a system in detail, to apply theoretical knowledge to understanding a system, and to assess how well the system is meeting its goal and objectives. Also to illustrate how a system’s functioning is influenced by diversity, oppression/discrimination and value differences, and how sustainable it is. In addition, all social workers need to have public speaking skills; this assignment gives you a chance to enhance your own skill.
Relationships to ILOs:Addresses 1, 2, 3, 4, 5, 8
Audience: Your professor and class members
Description:I will place you into a group for this assignment. Together, your group will choose a group or an organization from St. Olaf or in the Northfield community that you know fairly well (examples might be soccer team, College Republicans, Chapel Choir, Presente) excluding the group of social work majors or SOS. Using concepts and information from Schriver, Forte, supplementary readings and class discussion, you will describe, assess, and evaluate this system. Support your conclusions and provide at least one suggestion for how the system might remain sustainable or attain sustainability. Include at least the following:
a) illustration of the following structural components (boundary, input, output, proposed output, feedback, conversion operations, suprasystem, subsystem)
b) description of its 4 functional components (evidence of pattern maintenance (latency), integration, goal attainment, adaptation)
c) application of two or more models, concepts, or theories from the related chapter in Schriver that help explain/understand this system
d) any effect(s) of diversity and oppression/discrimination on the system’s functioning
e) the reciprocal relationship between this system and one component of its natural environment
f) brief description of two values that seem to guide this system
g) discussion of two strengths of the system
h) your assessment (with evidence) of how well the system is meeting its goal(s) and objectives (proposed output)
i) one suggestion of how this system can continue or attain sustainability into the future
Evaluation: I will grade this assignment based on how well you shared responsibility, and whether and how well you covered a-i above. In addition, I will take into account the creativity and clarity of the presentation and observation of the time limit.
Grading
| Exams | 60 points |
| Leading Group Discussion | 15 points |
| Self as System Paper | 20 points |
| Family Assessment Paper | 30 points |
| Macro System Assessment Presentation | 35 points |
| Final Exam | 40 points |
| Journal and Diversity Event | plus/check/minus |
| TOTAL | 200 points |
The St. Olaf guide to letter grades is below. I may take into account additional circumstances, e.g. level and degree of class participation and attendance. Remember: Social work students must achieve at least a “C” in all required social work courses to attain an accredited degree in social work.
A: Outstanding (deep understanding) 96% (A- about 93%)
- Exceptional performance that exceeds course expectations
- Thorough, deep, mature understanding
- Genuine comprehension, insight and synthesis
- Thorough preparation and extensive, thoughtful class participation
B: Competent (clear understanding) 87% (B+ about 90%; B- about 82%)
- Course expectations fully met
- Clear understanding without much originality
- Competent grasp of subject matter
- Regular preparation for and participation in class
C: Acceptable (basic understanding) 77% (C+ about 79%; C- about 74%)
- Minimally prepared for further study in the field
- Adequate grasp of subject matter
- Minimally completed assignments with many areas for improvement
- Frequent neglect of important information
D: Passing (limited understanding) 70% (D+ about 72%; D- about 66%)
- Unprepared for further study in the field
- Minimal understanding of subject matter
- Little evidence of critical or creative thinking
- Lack of apparent seriousness
Schedule
| Sept 9 | Introduction--overview of learning outcomes, syllabus, expectations | |
| Sept 11 | All about HBSE and SW education; paradigms, perspective | Schriver 1-31; Minahan |
| Sept 14 | Traditional and alternative paradigms | Schriver 44-87
Program Application handed out |
| Sept 16 | Applied biology: traditional and alternative | Forte 210-226 |
| Sept 18 | Case illustrations: Lakota perspective on practice, bio/psycho/social/spiritual functioning |
Schriver 88-103; Straughan |
| Sept 21 | Knowledge-building for social work practice | Schriver 106-148 |
| Sept 23 | Applied systems theory | Forte, chapter 5 |
~Latino Heritage Month is September 14-October 9~ |
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INDIVIDUALS AS SYSTEMS |
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| Sept 25 | Dominant perspectives on individuals: transcendent aging | Schriver 166-219 |
| Sept 28 | Diversity/privilege in identity and social functioning View MacIntosh on YouTube in class |
MacIntosh; Hodge Self as system paper due |
| Sept 30 | Alternative perspectives on individuals: Gilligan on Kohlberg | Schriver 220-301 |
~October is National Disability Employment Awareness Month and LGBT History Month~ |
Reference: City Pages |
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| Oct 2 | Diversity/privilege in identity and social functioning (cont.) | Hoffman |
| Oct 5 | Case study on individual from literature: The Color of Water |
McBride |
FAMILIES AS SYSTEMS |
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| Oct 7 | Perspectives on familiness | Schriver 302-329 |
| Oct 9 | Perspectives on familiness | Schriver 330-364 |
| Oct 12 | Case study on family from literature: Love in the Driest Season |
Tucker |
| Oct 14 | Discussion on familiness | family assessment paper due |
| Oct 16 | Case studies from India: Aging and violence in families | James and Josh Guest speaker: Devyani Chandran |
~Native American Weeks are October 19-30~ |
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| Oct 19 | Exam |
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GROUPS AS SYSTEMS |
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| Oct 21 | Perspectives on groups | Schriver 380-399 |
| Oct 23 | Mary at MCSWE: in-class exercise on accessibility of campus Click link to article on Houston, TX from Feb 2008 www.nod.org |
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| Oct 26/27 | Fall Break |
Mid-term evaluation (online) |
| Oct 28 | Groups (cont.); Case studies on groups/strengths-based practice with rural Latino youth | Schriver 399-425 |
| Oct 30 | Case study on group from literature: Lord of the Flies | Golding |
~Hmong New Year and Diwali Festival are Saturday, November 7~ |
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| ORGANIZATIONS AS SYSTEMS | ||
| Nov 2 | Perspectives on organizations | Schriver 426-448 Program Application due |
| Nov 4 | Perspectives on organizations (cont.) | Schriver 448-474 |
| Nov 6 | Case studies: Generalist, anti-discriminatory practice in religious settings &services to people with developmental disabilities Guest speaker, LBS, Inc??. |
Hoffman & Myers: Schriver 475-487 |
| Nov 9 | Case study on organization from literature: Social Life and Social Living | Reynolds |
| Nov 11 | Case studies: St. Olaf and the social work profession |
St. Olaf website: Hoff & PolackPerformance section |
| Nov 13 | Exam |
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~Africa Weeks are November 9-22~ |
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COMMUNITIES AS SYSTEMS |
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| Nov 16 | Perspectives on communities | Schriver 488-509 |
| Nov 18 | Perspectives on communities (cont.) | Schriver 509-532 diversity event reflection due |
| Nov 20 | Case study from literature: A Poison Stronger Than Love | Shkylnik, chap 1-8 |
| Nov 23 | Case studies: Black urban youth & rape crisis center | Schriver 533-541; Martin journal due |
November 25-29 THANKSGIVING BREAK |
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| Nov 30 | Reflections on diversity and oppression in shaping identity and behavior | Mazel selections |
| Dec 2 | Discussion of journal interviews | |
| Dec 4 | Global interdependence and social work Slideshow | Schriver 542-566 |
| Dec 7 | Macro system powerpoint presentations | |
| Dec 9 | Macro system powerpoint presentations | |
| Dec 11 | Macro system powerpoint presentations | |
| Dec 14 | Conclusions and Course Evaluation |
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| Saturday December 19 | Final Exam - 9-11 AM |
The professor reserves the right to change the schedule/assigned readings as new opportunities for learning present themselves.
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Quotations to illustrate systems thinking
“If you have come to help me you can go home again.
But if you see my struggle as part of your own survival then perhaps we can work together.”
-Lila Watson, an aboriginal woman
“We have not had the same past, you and ourselves, but we shall have the same future.
The era of separate destinies has run its course.”
-Cheikh Hamidou Kane, Senegalese novelist
“Coming together is a beginning. Keeping together is progress. Working together is success.”
-Anonymous
