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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.
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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.
Page 3 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.
7.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary
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.
8.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary
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.
9.2 Apply knowledge of human behavior and the social environment, person-in-environment, and other multidisciplinary
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.
This assignment covers CSWE competencies 1-8 and emphasizes dimensions related to knowledge, values,
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
This assignment covers CSWE competencies 1-9 and emphasizes dimensions related to knowledge, values,
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
This assignment covers CSWE competencies 1-9 and emphasizes dimensions related to knowledge, values,
professional judgment, critical thinking and ethical decision-making, affective reactions, professional
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
This assignment covers CSWE competencies 1-9 and emphasizes dimensions related to knowledge, values,
professional judgment, critical thinking and ethical decision-making, affective reactions, professional
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.
This assignment covers CSWE competencies 1-9 and emphasizes dimensions related to knowledge, values,
professional judgment, critical thinking and ethical decision-making, affective reactions, professional
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.
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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
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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
Professional Judgment
Ethical Decision-Making
Page 10 of 21
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
Professional Judgment
Ethical Decision-Making
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
Professional Judgment
Ethical Decision-Making
Affective Reactions
Professional Performance
Week 5
2/13-2/17 Reading: Chapter 11 (Hutchison)
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
Professional Judgment
Ethical Decision-Making
Affective Reactions
Professional Performance
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
Professional Judgment
Ethical Decision-Making
Affective Reactions
Professional Performance
Page 11 of 21 Week 7
2/27-3/3
Reading: Chapter 12 (Hutchison)
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
Reading: Chapter 13 (Hutchison)
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
Page 12 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)
Reading: Chapter 14 (Hutchison)
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
Page 13 of 21
Week 11
4/3-4/7 Reading: Chapter 14 (Hutchison)
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
Reading: Chapter 15 (Hutchison)
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
4/17-4/21 Reading: Chapter 15 (Hutchison)
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
Page 14 of 21
*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
4/24-4/28 Reading: Chapter 16 (Hutchison)
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
Page 15 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
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
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
Page 16 of 21 Competency 3 3.1-3.2 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
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
biological, psychological, and social
development from infancy to older
adulthood
Analyze how an individual functions within
various environmental systems including
families, group, and communities
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
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
Page 17 of 21 Competency 5 5.1-5.3 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
Page 18 of 21 Competency 6 6.1-6.2 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
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
Chps1,2
10-16
Biopsychosocial
Assessment
Human
Development
Presentation
Knowledge
Values
Critical Thinking
Professional
Judgment
Ethical Decision-
making
Professional
Performance
Affecive Reacions
Page 19 of 21 Competency 7 7.1-7.4 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
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. 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
Page 20 of 21 Competency 8
8.1-8.5 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
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
Page 21 of 21
Competency 9 9.1-9.4 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