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University of UtahCollege of Social Work

Bachelor of Social Work Program

SW 2100-090 Human Behavior and the Social Environment (HBSE I) (3 credit hours)

Instructor: Scott W. Boyle, Ph.D. Telephone Number: 801-585-7151 Email: scott.boyle @socwk.utah.edu Office Number: 326Class Time: TBA Classroom: OnlineOffice Hours: By appointment

Course description: This course employs theory and research findings to understand and assess functioning of individuals, families, and small groups in their social environment. This course emphasizes biopsychosocial and spiritual systems approaches for analyzing the impact of various inner and outer forces on individual, family, and small group dynamics.

Prerequisites:Prerequisite or co-requisite: PSY 1010, SOC 1010, and BIOL 1210 or 1010.

Text: Ashford, J. B., and Lecroy, C. W. (2013) Human behavior in the social environment: A multidimensional perspective (5th Ed). Belmont, CA: Brooks/Cole.

Prerequisites

Admission to the BSW program and completed (or currently taking) SW 2100 HBSE I (grade of “C” or better).

Council on Social Work Education (CSWE)

CSWE is the accrediting body for undergraduate and graduate social work programs in the United States. They developed the Educational Policy Accreditation Standards (EPAS) by which curriculum and programs are assessed and accredited (See Appendix A).

ADA Statement

The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services (CDS), 162 Olpin Union Building, (801) 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All information in this course can be made available in alternative format with prior notification from the Center for Disability Services.

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Wellness Statement

Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can interfere with a student’s ability to succeed and thrive at the University of Utah. For helpful resources contact the University Counseling Center (801) 581-6826 and/or Center for Student Wellness (801) 581-7776.

Violence and Harassment

Title IX makes it clear that violence and harassment based on sex and gender (which includes sexual orientation and gender identity/expression) is a Civil Rights offense subject to the same kind of accountability and the same kinds of support applied to offenses against other protected categories such has race, national origin, color, religion, age, status as a person with a disability, veteran’s status, or genetic information. If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office Equal Opportunity and Affirmative Action, 135 Park Building, (801) 581-8365, or the Office of the Dean of Students, 270 Union Building, (801) 581-7066. For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, (801) 581-7776. To report to the police, contact the Department of Public Safety, (801) 585-2677 (COPS).

Gender Pronoun and Name Preferences

Class rosters are provided to the instructor with the student’s legal name as well as “Preferred first name” (if previously entered by you in the Student Profile section of your CIS account). While CIS refers to this as merely a preference, I will honor you by referring to you with the name and pronoun that feels best for you in class, on papers, exams, group projects, etc. Please advise me of any name or pronoun changes (and update CIS) so I can help create a learning environment in which you, your name, and your pronoun will be respected. If you need assistance getting your preferred name on your UID card, please visit the LGBT Resource Center Room 409 in the Olpin Union Building, or email bpeacock@sa.utah.edu to schedule a time to drop by. The LGBT Resource Center hours are Monday through Friday 8:00am-5:00pm, and 8:00am-6:00pm on Tuesdays.

Veteran Center

If you are a student veteran, the University of Utah has a Veterans Support Center located in Room 161 in the Olpin Union Building. Hours: Monday through Friday 8:00am-5:00pm. Please visit their website for more information about what support they offer, a list of ongoing events and links to outside resources: http://veteranscenter.utah.edu/. Please also let me know if you need any additional support in this class for any reason.

Learners of English as an Additional/Second Language

If you are an English language learner, please be aware of several resources on campus that will support you with your language and writing development. These resources include: the Writing Center (http://writingcenter.utah.edu/); the Writing Program (http://writing-program.utah.edu/); the English Language Institute (http://continue.utah.edu/eli/). Please let me know if there is any

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additional support you would like to discuss for this class. In addition, please know that you are welcome to consult with Elizabeth Perez, Academic Advisor, BSW Program. Elizabeth may be reached at elizabeth.perez@utah.edu.

Academic Integrity Statement

Student Code of Conduct: While scholastic dishonesty is not anticipated, students shall be subject to The University of Utah’s policy on this subject. See Code of Student Rights and Responsibilities Policy at http://www.admin.utah.edu/ppmanual. Students are encouraged to familiarize themselves with this policy and standards. Please note that academic misconduct violates the NASW Code of Ethics, and represents a failure to achieve learning outcomes related to, social work ethics and professional conduct.

Academic Misconduct

The College of Social Work does not permit or tolerate academic misconduct. The following information is drawn from the University of Utah’s Code of Student Rights and Responsibilities (http://www.regulations.utah.edu/academics/6-400.html):

“Academic misconduct includes, but is not limited to, cheating, misrepresenting one's work, inappropriately collaborating, plagiarism, and fabrication or falsification of information, as defined further below. It also includes facilitating academic misconduct by intentionally helping or attempting to help another to commit an act of academic misconduct.

1. Cheating involves the unauthorized possession or use of information, materials, notes, study aids, or other devices in any academic exercise, or the unauthorized communication with another person during such an exercise. Common examples of cheating include, but are not limited to, copying from another student's examination, submitting work for an in-class exam that has been prepared in advance, violating rules governing the administration of exams, having another person take an exam, altering one's work after the work has been returned and before resubmitting it, or violating any rules relating to academic conduct of a course or program.

2. Misrepresenting one's work includes, but is not limited to, representing material prepared by another as one's own work, or submitting the same work in more than one course without prior permission of both faculty members.

3. Plagiarism means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one's own, without attribution, any other individual’s words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression.

4. Fabrication or falsification includes reporting experiments or measurements or statistical analyses never performed; manipulating or altering data or other manifestations of research to achieve a desired result; falsifying or misrepresenting background information, credentials or other academically relevant information; or selective reporting, including the deliberate suppression of conflicting or unwanted data. It does

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not include honest error or honest differences in interpretations or judgments of data and/or results.”

Official Drop/Withdrawal

The last day to drop classes is Friday, January 19th; the last day to withdraw from this class is Friday, March 2nd. Please check the academic calendar for more information pertaining to dropping and withdrawing from a course. Withdrawing from a course and other matters of registration are the student’s responsibility.

Content Accommodation

The content of this course is largely mandated by the requirements of CSWE. In accordance with University of Utah policy, students are encouraged to familiarize themselves with these requirements before requesting substantive content accommodations. In addition, please know that you are welcome to consult with Elizabeth Perez, Academic Advisor, BSW Program. Depending on your situation, she may recommend campus resources, a change in course schedule, or other forms of assistance. Elizabeth may be reached at elizabeth.perez@utah.edu.

Instruction and Learning Methods

The primary teaching methods utilized in the course include lectures, small and large group exercises, experiential exercises, group and community meetings, electronic media, guest speakers, and film/media. Students will have numerous opportunities to examine issues of individual interest that support their professional development. Students are responsible for their own learning; as such, students are expected to attend class and participate in a manner that will help them achieve the learning goals, objectives and practice behaviors for the course. This course requires critical thinking, skillful writing composition, and verbal discourse, where knowledge and information is shared with others.

Course Expectations

1. Student Expectations: Students are expected to engage in courteous communication with instructors and peers inside and outside of the classroom; and showing respect for others’ opinions When communicating with instructors or peers electronically, please be aware that standards of professional behavior apply. Integral to higher education is the exchange of ideas, which may include new, controversial and/or diverse ideas, and sometimes we will not agree with the ideas we encounter in readings, discussions, or class presentations. However, under all circumstances, we will treat others with respect and act professionally. Students are responsible for their own learning and contributing to a larger learning community in the classroom. It is imperative that students stay on schedule in order to learn valuable skills for social work practice. If a student misses three (3) or more classes, he/she risks not passing the course.

2. Instructor Expectations: The instructor is expected to demonstrate professional behavior, which means: informing students of changes to the course syllabus; informing students of changes to the class schedule; providing clear expectations on course assignments; providing clear and concise feedback on course assignments; returning assignments to students in a timely manner, and replying promptly to e-mail. Integral to higher education is the exchange of ideas, which may include new, controversial and/or diverse ideas, and sometimes we will not agree with the

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ideas we encounter in readings, discussions, or class presentations. However, under all circumstances, we will treat others with respect and act professionally.

3. Course Assignments and due dates: Due dates for any written assignments given will be posted on CANVAS and are to be submitted electronically via CANVAS. Written assignments will be checked using anti-plagiarism software. All written assignments that are submitted late will receive a 10% deduction for each day the assignment is late (including weekends). No assignment will be accepted after seven (7) days unless a written exception is granted. Extenuating circumstances will be reviewed on a case by case basis. If you have work or family commitments that take you out of town or away from computer access, please turn in your assignments prior to leaving. The instructor reserves the right to grant an extension on course assignments. If the student anticipates needing an extension (i.e., emergency medical, personal, and/or familial), the student is expected to communicate with the instructor as soon as possible. No extension requests will be approved on assignments that are due within 48 hours.

4. Incompletes: In accordance with University of Utah policies and procedures, Incomplete Grades are strongly discouraged. The University of Utah requires that a student has completed a minimum of 80% of the required course work before the instructor may grant an Incomplete. Please speak with the instructor before assuming an Incomplete will be granted.

5. Safety: As part of professional social work education, at certain points in the curriculum, students will have assignments that involve reaching out and working with agencies and agency personal within the community. As such, these assignments may present some risks. Sound choices and caution may lower risks inherent to the profession. It is the student’s responsibility to be aware of and adhere to policies and practices related to agency and/or community safety. Students should notify the appropriate authority regarding any safety concerns.

6. Confidentiality: Personal disclosure is not an expectation or requirement of this course. However, it may be appropriate for students to share information during class as it relates to learning about a particular topic. Students are expected to adhere to all professional standards of confidentiality during the semester.

7. E-mail Correspondence: It is preferable that e-mail correspondence to the instructor come from a UMail account (ending in @ utah.edu). E-mail from non-UMail accounts may go to the instructor’s junk mail folder, which will not be reviewed. Senders must also validate that all submitted documents are in readable format (i.e., Microsoft Word). If the instructor receives corrupted documents, the instructor will inform the sender and the sender will be responsible for submitting a readable document. The use of e-mail correspondence has created expectations that the receiver of an e-mail receives and reads every e-mail within seconds of its activation by the sender. Unfortunately, these expectations are unreasonable for most people. The instructor will respond to e-mail correspondence in a timely manner and expects that students will respond in a similar fashion. “Timely” means within 48 hours. If you do not receive a response within this time frame, please re-send your e-mail and/or contact the instructor by phone.

8. At the end of the semester, students will have the opportunity to evaluate the course and the instructor using the official University of Utah course and instructor evaluation.

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Grading

Grading in this course is based upon the following assignments. Since all graded assignments are related directly to course objectives, failure to complete any assignment will result in an unsatisfactory course grade. In accordance with the policy of the BSW Program, students earning a grade at or below 73% (C-) will be subject to dismissal from the program. Please consult with Elizabeth Perez, Academic Advisor, BSW Program and/or review the BSW Student Handbook for more details. Elizabeth may be reached at elizabeth.perez@utah.edu

Exam #1 - Chapters 1- 4 80 pts.Exam #2 - Chapters 5- 6 40 ptsExam #3 - Chapters 7- 8 40 ptsExam #4 - Chapter 9 20 ptsExam #5 - Chapters 10-11 40 ptsExam #6 - Chapter 12 20 ptsQuiz 10 pts Behavioral Self-Change Project 25 ptsAssignments/Group Discussions 425 pts TOTAL POINTS 700 pts

The University of Utah adheres to the following grading policy, which will be applied in this course:

A = 100-94% B = 86-84% C = 76-74% D = 66-64%A- = 93-90% B- = 83-80% C- = 73-70% D- = 63-60%B+ = 89-87% C+ = 79-77% D+ = 69-67% E = <60%

Weekly Course Outline

(IN DEPTH ASSIGNMENT DETAILS CAN BE FOUND IN CANVAS. ANY UPDATES, CHANGES, OR ADJUSTMENTS WILL BE POSTED IN CANVAS)

Week 1 – January 8 Course Overview

Objectives1. Identify the course requirements2. Identify primary thrusts of Social Work3. Recognize the purpose of Social Work and the purpose of Human Behavior in relation to Social Work4. Identify how knowledge of human behavior translates into assessment

Readings: Chapter 1 in text “A Multidimensional Framework for Assessing Social Functioning”

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Assignments:

1. Participate in the Personal Introduction and Personal Strengths and What they bring to the Social Work Profession activity.2. Complete the Purpose of Social Work assignment.3. Complete the Major Thrusts in Social Work assignment.4. Post your thoughts regarding the Purpose of Human Behavior and the Social Environment in the discussion board.5. Watch What is a Hypothesis, Theory, and Model and Inner and Outer Forces6. Participate in the Ivy League Doctor now Homeless discussion board.7. Participate in the end of Unit Discussion Board.7. Syllabus acknowledgment

Week 2 January 15

Objectives1. Develop professional language skills.2. Develop skills to describe human behaviors in a professional setting3. Understand the importance of assessment as a component of the problem solving process

Readings: Chapter 2 in text“The Biophysical Dimensions for Assessing Social Functioning”

Assignments:

1. Participate in applying Person-in-Environment (PIE) concepts to the James Case discussion board2. Complete the Psychological Terms and Their Definitions assignment3. Complete the Mental Status Evaluation assignment4. Participate in the end of Unit Discussion Board 5. Complete the Quiz on Terms

Week 3 – January 22

Objectives:1. Gain a foundational knowledge of brain functions for each of the 4 lobes and what happens when each lobe is damaged.2. Explain how neurotransmitters are involved in the delivery of messages in the brain.3. Recognize how psychotropic medications impact brain functioning.

Readings: Chapter 3 in text“The Psychological dimensions for Assessing Social Functioning”

Assignments:1. Participate in a graded discussion regarding Neurotransmitters2. Review Medications handout3. Participate in the end of Unit Discussion Board

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Week 4 – January 29

Objectives1. Describe / Define key concepts of Freud’s psychodynamic theory and differentiate between the structural and the developmental aspects of his theory.2. Apply key concepts of Freud’s psychodynamic theory to the assessment of human behaviors.

Readings: Chapter 4 in text“The Social dimensions for Assessing Social Functioning”

Assignments:

1. Complete Freud’s psychodynamic theory Questions in the Group Discussion Board2. Complete the Application of Freud’s Theory to the Gina Case 3. Participate in the Theory Driven Questions in the Group Discussion Board4. Participate in the End of Unit Discussion Board5. Prepare for 1st Exam covering chapters 1-4. Exam will be open between February 2 and

February 5

Exam #1 Chapters 1-4 Exam open between February 2-5

Week 5 – February 5

Objectives:

1. Describe/define key concepts from Erikson’s psychosocial theory.2. Apply key concepts from Erikson’s psychosocial theory to the assessment of human

behaviors.

Readings: Chapter 5 in text “Pregnancy, Birth, and the Newborn

Assignments:

1. Complete the Concepts from Erikson's Psychosocial Theory of Development handout2. Participate in Theory Driven Questions Group discussion board3. Complete the Application of Erikson to the Gina Case Assignment4. Participate in the End of Unit Discussion Board

Week 6 – February 12

Objectives:

1. Apply key concepts of theory identified by Pavlov to the assessment of human behaviors2. Describe/define key concepts from Pavlov

Readings: Chapter 6 in text “Infancy”

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Assignments:

1. Complete the Classical Conditioning Assignment2. Participate in Theory Driven Questions Group discussion board3. Complete the Application of Classical Conditioning to the Gina Case assignment4. Find and post a stimulus-response example from social media. 5. Participate in the End of Unit Discussion Board6. Prepare for 2nd Exam covering chapters 5-6. Exam will be open between February 23rd and

February 26th

Week 7 – February 19

Objectives

1. Apply key concepts of theory from Skinner to the assessment of human behaviors2. Describe/define key concepts from Skinner’s operant conditioning

Readings: Chapter 7 in text “Early childhood”

Assignments:

1. Complete the Operant Conditioning Handout2. Participate in Theory Driven Questions Group discussion board3. Complete the Application of Operant Conditioning to Gina Case assignment4. Participate in Stimulus-Operant-Reinforcement Example discussion board5. Participate in the End of Unit Discussion Board6. Start Behavior Self-Change Project – due Friday, March 16th.

Exam #2 Chapters 5-6 Exam open between February 23-26

Week 8 – February 26

Objectives:

1. Apply key concepts of theory by Bandura to the assessment of human behaviors2. Describe/define key concepts of theory from Bandura

Readings: Chapter 8 in text “Middle Childhood”

Assignments:

1. Complete the Concepts from Bandura's Social Learning Theory handout2. Participate in Theory Driven Questions Group discussion board3. Participate in Application of Bandura to Gina Case Group discussion board4. Participate in the End of Unit Discussion Board

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5. Keep working on the Behavioral Self-change project – due March 16th.6. Prepare for 3rd Exam covering chapters 7-8. Exam will be open between March 9th and

March 12th.

Week 9 – March 5

Objectives

1. Apply key concepts of theory by Piaget to the assessment of human behaviors2. Describe/define key concepts of theory by Piaget

Readings: Begin Chapter 9 in text “Adolescence”

Assignments:

1. Complete Concepts from Piaget's Stages of Cognitive Development handout 2. Participate in Theory Driven Questions Group discussion board3. Complete the Application of Piaget to Gina Case assignment4. Complete the Developmental Milestone assignment5. Participate in the End of Unit Discussion Board6. Keep working on the Behavioral Self-change project – due March 16th.

Exam #3 Chapters 7-8 Exam open between March 9-12

Week 10 – March 12

Objectives:

1. Apply key concepts of theory by Bowlby to the assessment of human behaviors2. Describe/define key concepts of Bowlby’s theory

Readings: Finish Reading Chapter 9 in text “Adolescence”

Assignments:

1. Complete Concepts from Bowlby's Attachment Theory handout2. Participate in Theory Driven Questions Group discussion board3. Complete the Application of Bowlby to Gina Case assignment 4. Participate in the End of Unit Discussion Board5. Complete Behavior Self-Change Project assignment – due Friday, March 16th

6. Prepare for EXAM #4 covering chapter 9. Exam will be open between March 30th and April 2nd.

Week 11 – March 19-23 Spring Break

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Week 12 March 26 Special Topics – Child Sexual Abuse

Objectives

1. Recognize both the short-term and long-term effects that child sexual abuse may have on human development

2. Assess critical factors associated with this problem3. Communicate findings, from the assessment process, to other professionals

Readings: Chapter 10 in text “Young Adulthood”

Assignments:

1. Read Federal Law Against Child Abuse handout2. Read Short and long-term effects of Child Sexual Abuse  handout3. Watch Child of Rage video and complete a page reaction paper.

Exam #4 Chapter 9 Exam open between March 30- April 2

Week 13 April 2 Special Topics – Substance Abuse

Objectives:

1. Explain the short and long-term impact drugs and alcohol have on human development in the micro/messo systems

2. Assess critical factors associated with with problem/issue3. Describe how to make a referral to a specialist based on assessment 4. Understand how Jellinek's patterns of drinking are different ways of manifesting a drug or

alcohol problem5. Communicate findings from assessment process to other professionals6. Understand how blood alcohol concentrations affect brain functioning

Readings: Chapter 11 in text “Middle Adulthood”

Assignments:

1. Alcohol Use Disorder - Diagnosis Criteria  review handout2. Jellinik's Patterns of Drinking review handout3. Chemical Dependency Questionnaire  review handout4. Alcohol Addiction and Recovery Cycle review handout5. Complete Risk Factor questionnaire, interview “client” and write a response to the

interview6. Prepare for EXAM #5 covering chapters 10-11. Exam will be open between April 13th and

April 16th.

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Week 14 – April 9 Special Topics – Domestic Violence

Objectives:

1. Explain the short/long-term impact on human development in the micro/messo systems2. Assess critical factors associated with the problem/issue3. Communicate findings from assessment process to other professionals

Readings: Chapter 12 in text “Late Adulthood”

Assignments:1. After watching the assigned videos, write two 1 page reaction papers.

Exam #5 Chapter 10-11 Exam open between April 13-16

Week 15 – April 16 Special Topics – Depression and Suicide

Objectives

1. Explain the short/long-term impact that depression/suicide has on human development2. Assess critical factors associated with suicide3. Communicate findings from assessment process with other professionals

Assignments:

1. Write 1-2 paragraphs on your impressions from the presentation on "Suicide2. Prepare for EXAM 6 covering chapter 12. Exam will be open between April 26 and April 30th.

Week 16 April 23

EXAM #6 Chapter 12 Final Exam Period April 26-30

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APPENDIX A

Course objective, instructional materials, and assessment methods.

Course Objective/Practice Behavior

Instructional Materials Assessment Methods

Competency #2: apply social work ethical principles to guide professional practicePB 2.1 Recognize and manage personal values in a way that allows professional values to guide practice.

Textbook – Chapters 1-3Content on Values

Exam – Content on Values

PB 2.2 Make ethical decisions by applying standards of the National Association of Social Workers Code of Ethics, and, as applicable, of the International Federation of Social Workers/International Association of Schools of Social work Ethics in Social Work, Statement of Principles.

Class discussion on applying NASW code & ethical standards & the use of validated therapies and research on HBSE vs one’s personal beliefs and values that direct decision making. Student discussion.

PB 2.3 Tolerate ambiguities in resolving ethical conflicts.

Class discussion on the limitations of theories, the need to view HB from a multidimensional perspective & to tolerate gaps that may impact decision making.

Competency #3: apply critical thinking to inform and communicate professional judgmentsPB 3.1 Distinguish, appraise, and integrate multiple sources of knowledge, including research-based knowledge, and practice wisdom.

Textbook Chapters 1-12 6 Exams

PB 3.2 Analyze models of assessment, prevention, intervention, and evaluation.

Gina case Essay exam questions

PB 3.3 Demonstrate effective oral and written communications in working with individuals, families, groups, organization, communities, and colleagues.

Written assignment on behavioral self-change. Essay exam questions

Competency #4: engage diversity and difference in practice

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PB 4.1 Recognize the extent to which a culture’s structures and values may oppress, marginalize, alienate, or create or enhance privilege and power.

Textbook – Chapters 4-12 Pass exams #1

Competency #6: engage in research-informed practice and practice-informed researchPB 6.2 Use research evidence to inform practice

Textbook – Chapters 1-12 Pass 6 exams

Competency #7: apply knowledge of human behavior and the social environmentPB 7.1 Utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation.

Textbook – Chapters 1-12 Pass 6 examsbehavioral self change program

PB 7.2 Critique and apply knowledge to understand person and environment

Textbook – Chapters 1-12 Pass 6 exams

Competency #10: engage, assess, intervene, and evaluate with individuals, families, groups, organizations, and communitiesPB 10.4 Collect, organize, and interpret client data.

Readings from the text chapters 1-12 Behavioral self-change project.Children’s assessments

Pass 6 exams Pass

Complete behavioral project that 74% or better

PB 10.5 Assess client strengths and limitations

Gina’s case - Accurately assess Gina’s case according to multiple theories.

Pass essay exam questions

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XIII: Bibliography

The following bibliography contains articles and readings that may be used either to complete one or more assignments in this course or to extend your knowledge in a specific area of social work. The bibliography is not intended to provide an exhaustive list on any particular topic but only to familiarize you with some of the literature in our field. Every year, students find and recommend articles or readings they believe should be added to the bibliography. Please feel free to do the same.

Austin, C. D. (1990). Case management: Myths and realities. Families in Society, 71(7): 398-407.Cournoyer, B. (2000). The Social Work Skills Workbook. (2nd Ed.). Pacific Grove, CA: Brooks/Cole

Publishing Co.Daley, A., Jennings, J., Beckett, J. O., & Leashore, B. R. (1994). Effective coping strategies of African

Americans. Social Work, 40(2), 240-247.DiNitto, D. & McNeece, C. A. (1997). Social work: Issues and opportunities in a challenging profession.

(2nd Ed.). Boston, MA: Allyn & Bacon.Dore, M. M. & Dumois, A. O. (1990). Cultural differences in the meaning of adolescent pregnancy.

Families in society: The journal of contemporary human services, 71(2): 93-101.Fiene, J. I. (1991). The construction of self by rural low-status Appalachian women. AFFILIA Journal of

women and social work, 6(1): Issue.Germain, C. B. & Gitterman, A. (1996). The life model of social work practice: Advances in therapy and

practice. (2nd. Ed.). New York, NY: Columbia University Press.Ivey, A. E. (1994). Intentional interviewing and counseling - facilitating client development in a

multicultural society. (3rd Ed.). Pacific Grove, CA: Brooks/Cole Publishing Co.Kemp, S. P., Whittaker, J. K., & Tracy, E. M. (1998). Person-environment practice: The social ecology

of interpersonal helping. Hawthorne, NY: Aldine de Gruyter.Korr, W. S., & Cloninger, L. (1991). Assessing models of case management: An empirical approach.

Journal of Social Service Research, 14(2): 129-146.Krajewski-Jaime, E. R. (1991). Folk-healing among Mexican-American families as a consideration in the

delivery of child welfare and child health care services. Child welfare, 70(2), 157-167.LeCroy, C. W. (1992). Case studies in social work practice. Belmont, CA: Wadsworth.Lee, J. (1994). Empowerment approach to social work practice. Irvington: Columbia University Press.Leigh, J. (1997). Communicating for cultural competence. Needham Heights, MA: Allyn and Bacon.Moore, S. T. (1990). A social work practice model of case management: The case management grid.

Social Work, 35(5): 444-448.Morrow, D. F. (1993). Social work with gay and lesbian adolescents. Social Work, 35(5), 444-448.National Association of Social Workers (1996). NASW Code of Ethics, Washington, D.C.: Author.Parsons, J. R. (1991). The mediator role in social work practice. Social Work, 36(6): 483-487.Pires, Sheila A. (2002). Building Systems of Care: A Primer. Human Service Collaborative.

Washington, DC.Proctor, C. D. & Groze, V. K. (1994). Risk factors for suicide among gay, lesbian, and bisexual youths.

Social Work, 39(5), 504-511.Rothman, J. (1998). From the front lines: Student cases in social work ethics. Needham Heights, MA:

Allyn and Bacon.Sheafor, B. W., Horejsi, C. R. & Horejsi, G. A. (2000). Techniques and guidelines for social work

practice. Boston, MA: Allyn and Bacon.

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Simon, B. (1994). The empowerment tradition in American social work: A history. New York, NY: Columbia University Press.

Specht, H. & Courtney, M. (1994). Unfaithful angels: How social work has abandoned its mission. New York: Free Press.

Taylor, P. & Daly, C. (1995). Gender dilemmas in social work. CSPI-The Social Work Publisher.Thornton, S. & Garrett, K. (1995). Ethnography as a bridge to multicultural practice. Journal of Social

Work Education. 3(1), 67-74.Van Gelder, L., & Brandt, P. R. (1996). The girls next door: Into the heart of lesbian America. Old

Tappan, NJ: Simon and Schuster.