SOWK 716: Human Behavior and the Social Environment II

 Course Syllabus

I. Purpose/Rationale of the Course

This course is designed to provide students with the knowledge about human development and behavior in the social environment that is a necessary foundation for learning effective social work practice.  Students will acquire an understanding of the social, cultural, economic, and political factors which influence and shape family life and individual development through the entire life cycle.

II. Course content

Both traditional and contemporary perspectives on human development are presented  to give students an awareness of the value assumptions underlying traditional models and an appreciation of human diversity.  Systems theory, and life cycle models of nuclear, changing, and nontraditional families are presented.  The course provides a special emphasis on the family contexts of people of color, women, single parents, and gay and lesbian couples.   The course reviews and critiques well-known stage theories of individual development.  Preferred perspectives are offered, including those that focus on the strengths of people of color, women, gay men and lesbians, people living in poverty, people living in rural environments, persons with disabilities, and older adults.

III. Course objectives

Upon successful completion of this course, the student will be able to:

1. Evaluate and critically analyze traditional and contemporary paradigms and theories of individual and family bio-psycho-social development;
2. Assess the consequences of social and economic injustice for populations at risk, in particular for people of color, women, gays and lesbians, people with disabilities, and older adults;
3. Demonstrate through classroom interaction and/or assignments values that affirm the strength, dignity, and worth of all individuals and various family forms;
4. Assess individual or family situations and apply relevant theories in explaining complex patterns of human behavior; and
5. Communicate using gender-neutral and person-first language.

IV. Linkages to other courses

This foundation year course continues the exploration of human behavior begun during the first semester.   It provides a knowledge base upon which advanced practice courses and field practica can build.  Skills in critical thinking and evaluation of theory which are extended and reinforced in this course are utilized across the curriculum.  

V. Methods of Instruction

This course will be taught through use of lectures, large and small group discussions, audiovisual presentations, experiential activities, and class presentations.  Any student who because of a disability may need special arrangements or accommodations to meet the requirements of this course should consult with the instructor as soon as possible. The office of Disability Services provides an array of services to meet the needs of students with disabilities, according to Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990. See information and guidelines provided in The Carolina Community: Student Handbook and Policy Guide.

VI. Course Requirements

Students are expected to attend all class sessions, participate in class discussion, and complete all  assigned readings.  Absence from class, whether excused or unexcused, may result in a lowered course grade or, in extreme instances, in the awarding of a grade of “F” for the course. Three graded exercises constitute minimum expectations for the awarding of the course grade. At least one assignment will help students in the application of professional literature and in the development of the skills necessary for effective written communication. Use of APA style and format in writing and use of non-sexist language in class discussion and written assignments is required.