Sociology, Social Work, and Criminal Justice

Instructor: Frederick H. Stephens, MSW, ACSW	Semester: Spring 2002
Class Location: BA 201B	Time: Tuesday, 6:30 - 9:30
	Time: OFFICE HOURS: Tuesday,Thursday 10:00 - 11:00; Wednesday 9-12; or by appointments
Section: 01

Description

HBSE SEQUENCE PURPOSE

The purpose of the HBSE sequence is the acquisition of knowledge (for practice) of theories about the development and behavior of individuals, families, groups, institutions, organizations, and communities as well as the interactions of these systems with and among one another in larger socio-cultural environments.

HBSE I COURSE PURPOSE

The purpose of HBSE I is to provide a basic framework for creating and organizing knowledge of human behavior and the social environment. In addition, social systems, life-span and strengths approaches to understanding HBSE are introduced. The focus of this course is on individual behavior and the impact of the larger environment on the individual. Special attention is given to the impact of human diversity, discrimination and oppression on the individual's ability to reach or maintain optimal health and well-being.

Objectives

Upon successful completion of HBSE I and its pre-requisites you will be able to demonstrate achievement of the following educational objectives:

1. understanding of paradigms, both traditional and alternative, as frameworks for creating, understanding and ordering knowledge of human behavior and the social environment;

2. understanding of social systems, life span, and strengths approaches to knowledge for practice;

3. knowledge for application in practice of a variety of theories about individual behavior and development and about environmental influences on individuals;

4. understanding of individuals as bio-psycho-socio-cultural beings;

5. recognition that family is a central context for individual behavior and development;

6. understanding of individual behavior as multi-causal and mutually influenced by interactions among the various social systems;

7. recognition that diversity is the rule rather than the exception and knowledge about and appreciation of diverse persons - persons with disabilities, minority persons of color, women, gays, lesbians, persons distinguished by age, religion, socio-economic class or culture;

8. recognition of the impact of discrimination and oppression based on religion, socio-economic class, culture, age, race, ethnicity, gender, disability, or sexual orientation on the ability to attain social and economic justice;

9. increased awareness of the significance of research and evaluation as essential for building and testing knowledge about HBSE necessary for effective social work practice

10. integration of knowledge, critical thinking skills, and values from the liberal arts and sciences and application of this knowledge through creative problem solving for effective social work practice;

11. awareness of personal values required for addressing value and ethical conflicts necessary for the professional use of self and the assumption of a variety of social work roles;

12. the effective use of oral and written communication skills;

13. historical perspective on the development of theories and models for explaining human behavior;

14. beginning recognition of one's own strengths and needs for continuing development of knowledge, skills and values required for effective practice;

15. recognition of the impact of social welfare policies and services, especially those in the public sector, on the ability of individuals to reach or maintain optimal health and well-being.

16. conceptualize normal and abnormal development via a paradigm supported by research findings.

Course Materials

Textbook(s)

Textbook:

Schriver, Joe M.(2001). Human Behavior and the Social Environment: Shifting Paradigms in Essential Knowledge for Social Work Practice (3rd ed.). Boston: Allyn and Bacon.

Additional Books/Readings:

Barker, Robert (Ed.). 1995. Social Work Dictionary, 3rd ed. Washington, D. C.: National Association of Social Workers/

National Association of Social Workers. 1993. Social Work Speaks: NASW Policy Statements, 3rd ed. Washington, D. C.: National Association of Social Workers.

Additional readings may be assigned during the semester.

Reference

Anderson, D. B., & Shaw, S. L. Starting a support group for families and partners of people with HIV/AIDS in a rural setting. Social Work, 39 (1), 135-38.

Atwood, J. D. (1992). A multi-systemic approach to AIDS and adolescents.

Child and Adolescent Social Work Journal, 9 (5), 427-39.

Bonuck, K. A. (1993). AIDS and families: Cultural, psychosocial, and functional impacts. Social Work in Health Care, 18 (2), 75-89.

Boyle, P. S. (1993). Training in sexuality and disability: Preparing social workers to provide services to individuals with disabilities. Journal of Social work and Human Sexuality, 8 (2), 45-62.

Brink, T. L. (Ed.). (1992). Hispanic aged mental health [Special issue]. Clinical Gerontologist, 11 (3/4).

Brockman, J. (1995). The third culture. New York: Simon & Schuster.

Canda, E. R. (1989). Religious content in social work education: A comparative approach. Journal of Social Work Education, 25 (1), 36-45.

Canda, E. R. (1988). Spirituality, religious diversity, and social work practice. Social Casework, 69 (4), 238-47.

Cimmarusti, R. A. (1992). Family preservation practice based upon a multisystems approach. Child Welfare, 71 (3), 241-56.

Collmeyer, P. M. (1995). From 93 operation brown baby 94 to 93 opportunity 94: The placement of children of color at the boys and girls aid society of Oregon. Child Welfare, 74 (1), 242-63.=20

Cortrell, V, & Schulz, R. (1993). The perspective of the patient with Alzheimer 92s disease: A neglected dimension of dementia research. The Gerontologist, 33 (2), 205-11.

De Jong, P., & Miller, S. (1995). How to interview for client strengths. Social Work, 40 (6), 729-36.

Deimling, G. T. (1991). Respite use and caregiver well-being in families caring for stable and declining AD patients. Journal of Gerontological Social Work, 18 (1/2), 117-34.

DeMaris, A., & Greif, G. L. (1992). The relationship between family structure and parent-child relationships problems in single father households. Journal of Divorce and Remarriage, 18 (1/2), 55-77.

Duncan, S. F. (1992). RENEW: A program for building remarried family strengths. Families in Society, 73 (3), 149-58.

Estrada, M., Brown, J., & Lee F. (1995). Who gets the credit? Perceptions of idiosyncrasy credit in work groups. Small Group Research, 26 (1), 56-76.

Everett, C. A. (Ed.). (1993). The stepfamily puzzle: Intergenerational influences [Special issue]. Journal of Divorce and Remarriage, 19 (3/4).

Farmer, S. & Galaris, D. (1993). Support groups for children of divorce. American Journal of Family Therapy, 21 (1), 40-50.

Fine, M. A. (Ed.). (1993). Current approaches to understanding family diversity: An overview of the special issue [Special issue]. Family Relations, 42 (3).

Fellin, P. (1993). Reformulation of the context of community based care. Journal of Sociology and Social Welfare, 20 (2), 57-67.

Freedman, R. I., Litchfield, L. C., & Warfield, M. E. (1995). Balancing work and family: Perspectives of parents of children with developmental disabilities. Families in Society: The Journal of Contemporary Human Services, 78 (8), 507-14.

Garland, J. A. (Ed.). (1992). Group work reaching out: People, places, and power [Special issue]. Social Work with Groups, 15 (2/3).

Getzel, G. S. (1992). AIDS and social work: A decade later. Social Work in Health Care, 17 (2), 1-9.=20

Gibbs, J. T., & Moskowitz-Sweet, G. (1991). Clinical and cultural issues in the treatment of biracial and bicultural adolescents. Families in Society: The Journal of Contemporary Human Services, 72 (10), 579-92.

Hamilton, D. C. (1994). The National Association for the Advancement of Colored People and the New Deal reform legislation: A dual agenda. Social Service Review, 68 (8), 488-502.=20

Harris, P. B. (1993). The misunderstood caregiver? A qualitative study of the male caregiver of Alzheimer=92s disease victims. The Gerontologist, 33 (4), 551-56.

Hurd, E. P., Moore, C., & Rogers, R. (1995). Quiet success: Parenting strengths among African Americans. Families in Society: the Journal of Contemporary Human Services, 76 (7), 434-43.

Katz, J. (1995). Reconstructing masculinity in the locker room: The mentors in violence prevention project. Harvard Educational Review, 65 (2), 163-74.

Kruk, E. (1994). The disengaged noncustodial father: Implications for social work practice with the divorced family. Social Work, 39 (1), 15-25.

Lewin, R. (1992). Complexity: Life at the edge of chaos. New York: Macmillan.

Longres, J. F., & Torrecilha, R. S. (1992). Race and the diagnosis, placement and exit status of children and youth in a mental health and disability system. Journal of Social Service Research, 15 (3/4), 43-63.

Mannes, M. Seeking the balance between child protection and family preservation in Indian child welfare. Child welfare, 72 (2), 141-52.

McCallion, P, & Toseland, R. W. (1993). Empowering families of adolescents and adults with developmental disabilities. Families in Society: The Journal of Contemporary Human Services, 74 (10), 579-89.

McCluskey, U., & Duerden, S. (1993). Pre-verbal communication: The role of play in establishing rhythms of communication between self and other. Journal of Social Work Practice, 7 (1), 17-27.=20

Petr, C. G., & Barney, D. D. (1993). Reasonable efforts for children with disabilites: The parents=92 perspective. Social Work, 38 (3), 247-54.

Reason, P. (Ed.). (1988). Human inquiry in action: Developments in new paradigm research. London & Newbury Park, CA: Sage.

Reason, P., & Rowan, J. (Eds.). (1981). Human inquiry: A sourcebook of new paradigm research. Chichester, England & New York: J. Wiley.

Rhodes, R. (1993). Mental retardation and sexual expression: An historical perspective. Journal of Social Work and Human Sexuality, 8 (2), 1-27.

Ronnau, J. P., & Marlow, C. R. (1993). Family preservation, poverty, and the value of diversity. Families in Society: The Journal of Contemporary Human Services, 74 (9), 538-44.

Ronnau, J. P. (1990). A strenghts approach to helping family caregivers. Children Today, 19 (6), 24-27.

Rosen, K. H., & Stith, S. M. (1993). Intervention strategies for treating women in violent dating relationships. Family Relations, 42 (4), 427-33.

Rounds, K. A., Weil, M., & Bishop, K. K. (1994). Practice with culturally diverse families of young children with disabilities. Families in Society, 75 (1), 3-15.

Ruffolo, M. C., & Miller, P. (1994).An advocacy/empowerment model of organizing: Developing university-agency partnerships. Journal of Social Work Education, 30 (3), 310-16.

Sandowski, C. (1993). Responding to the sexual concerns of persons with disabilities. Journal of Social Work and Human Sexuality, 8 (2), 29-43.

Sarti, D. M. (1993). Reaching the deaf child: A model for diversified intervention. Smith College Studies in Social Work, 63 (2), 187-98.

Stout, K. D. (1991). A continuum of male controls and violence against women: A teaching model. Journal of Social Work Education, 27 (3), 305-19.

Stout, K. (1992). Intimate femicide: An ecological analysis. Journal of Sociology and Social Welfare, 19 (3), 29-50.

Taylor, J., Austin, M., & Caputo, R. K. (1992). Managing mergers of human service agencies: People, programs, and procedures. Child Welfare, 71 (1), 37-52.

Tse, J. W. L. (1991). Directions in the field of mental retardation in the 1990s: An Asian perspective. International Social Work, 34 (4), 339-52.

Turner, H. A., (1993). Determinants of social support among gay men: The context of AIDS. Journal of Health and Social Behavior, 34 (1), 37-53.

Volkema, R. J., & Niederman, F. (1995). Organizational meeting: Formats and information requirements. Small Group Research, 26 (1), 3-24.

Wallis, J. (1992). Violence, poverty, and separation: No one really expects the children of the inner cities to enter the economic mainstream. Public Welfare, 50 (4), 14-15.

Other

COURSE OUTLINE BY UNITS AND OBJECTIVES

Unit I: Week 1: January 15

(Objectives 1,4,9,10,13,14,16)

CONTENT:

Course Introduction

Introduction to the notion of Paradigms and Paradigm Shift

Paradigms and historical context

Core Concerns of Social Work

Paradigms Analysis

Social Work: Paradigms, Power and Empowermetn

Traditional Paradigms

Alternative Paradigms

Required Reading:

Text Chapter 1

Suggested Reading:

Goldstein, Howard (1990). "The Knowledge Base of Social Work Practice: Theory, Wisdom, Analogue, or Art." Families in Society, 71 (1), pp. 32-43.

Imre, Roberta (1984). "The Nature of Knowledge in Social Work." Social Work, 29 (1), pp. 41-45.

Peile, Colin (1988). "Research Paradigms in Social Work: From stalemate to creative synthesis." Social Service Review, March 1988, pp. 1-19.

Curriculum Policy Statement (1992). Council on Social Work Education.

January 21, 2002 Holiday

Unit II: Weeks 2, 3, 4, 5: Jan. 22 - Feb. 12

(Objectives, 1,7,8,9,10,11,12,13,14,16)

CONTENT:

Traditional and Alternative Paradigms

Traditional Paradigm Dimensions

Positivistic/Scientific/Objective/Quantitative

Masculinity/Patriarchy

Whiteness

Separate/Impersonal/Competitive

Privilege

Alternative Paradigm Dimensions

Interpretive/Intuitive/Subjective/Qualitative

Feminism

Diversity

Interrelatedness/Personal/Integrative

Oppression

Required Reading:

Text Chapter 2

Suggested Reading:

Lewin, R. (1992). Complexity: Life at the edge of chaos. New York: Macmillan.

Katz, J. (1995). Reconstructing masculinity in the locker room: The mentors in violence prevention project. Harvard Educational Review, 65 (2), 163-74.

McIntosh, Peggy (1988). "White Privilege and Male Privilege: A personal account of coming to see correspondences through work in women's studies.

94 Working Paper No. 189. Wellesley, MA: Wellesley College Center for Research on Women.

Brown, Laura (1989). "New Voices, New Visions: Toward a lesbian/gay paradigm for psychology." Psychology of Women Quarterly, 13, pp. 445-458.

Leigh, James (1989). Black Americans: Emerging identity issues and social policy. Raleigh, NC: The 1989 Annual Ellen Winston Lecture, North Carolina State University Social Work Program.

Weick, Ann (1981). "Reframing the Person-in-Environment Perspective." Social Work, 26 (2), pp. 140-143.

Unit III: Week 6, 7, 8: Feb.19 - Mar. 12

(Objectives 1,2,3,4,5,6,7,8,9,10,11,12,14,15,16)

CONTENT:

Paradigm thinking and social work knowledge

The Importance of a "Person-in-Environment" Focus

Diversity

Personal as political: individual & social change

Life-Span Development

Strengths perspective

Social Systems/Ecological Perspective

Required Reading:

Text Chapter 3

Suggested Reading:

Rosen, K. H., & Stith, S. M. (1993). Intervention strategies for treating women in violent dating relationships. Family Relations, 42 (4), 427-33.

Anderson, Ralph and Carter, Irl (1990). Chapters 1-2, Human behavior in the social environment: A social systems approach (4th ed.). New York: Aldine de Gruyter.

Weick, Ann, et al. (1989). "A Strengths Perspective for Social Work Practice." Social Work, 34 (4), pp. 350-354.

Ronnau, J. P. (1990). A strenghts approach to helping family caregivers. Children Today, 19 (6), 24-27.

Abramovitz, Mimi (1991). Putting an end to doublespeak about race, gender, and poverty: An annotated glossary for social workers. Social Work, 36(5), pp. 380-384.

Schriver, J. (1987). "Harry Lurie's Critique: Person and environment in early casework practice." Social Service Review, 61 (3), pp. 514-532.

Weick, Ann (1987). "Reconceptualizing the Philosophical Perspective in Social Work." Social Service Review, 61 (2), pp. 218-230.

SPRING BREAK MARCH 1 - 10

Unit IV: Weeks 9, 10: Mar. 19 - Mar. 26

(Objectives 1,3,4,5,6,7,8,9,10,11,12,13,14,16)

CONTENT:

Traditional Perspectives on Individuals

Stage Theories

Freud

Erikson

Piaget

Kohlberg

Levinson

Required Reading:

Text Chapter 4, including

Illustrative Reading 4.1: "The Eight Ages of Man"

Suggested Reading:

Levinson, Daniel (1986). "A Conception of Adult Development." American Psychologist, 41 (1), pp. 3-13.

March 29th Easter Holiday

UNIT V: Weeks 13, 14, 15, 16: April 2 - April 30.

(Objectives 1,3,4,5,6,7,8,10,11,12,14,16)

CONTENT:

Alternative Perspectives on Individuals

Identity Development

Relational Perspectives

Commonality and Diversity

Normal and Abnormal

Social Class and Caste

Development and People of Color: Racism and Oppression

Development and Women: Sexism and Oppression

Development and Sexual Orientation: Homophobia and Oppression

Required Reading:

Text Chapter 5, including

Illustrative Reading 5.1: Negotiating the World: The Developmental Journey of African American Children

Illustrative Reading 5.2: The Development of Women's Sense of Self

Illustrative Reading 5.3: From Separation to Connection: Shifts in Understanding Women's Development

Illustrative Reading 5.4: Gay Adolescent Development: An Ecological Perspective with Implications for Social Work Practice

Illustrative Reading 5.5: Psychosocial Aspects of Sickle-Cell Anemia in Adolescents

Illustrative Reading 5. 6: Identity Devleopment and Worldview: Toward an Optimal Conceptualization

Suggested Reading:

Gilligan, Carol (1982). Chapter 1. In a Different Voice. Cambridge: Harvard University Press.

Hurd, E. P., Moore, C., & Rogers, R. (1995). Quiet success: Parenting strengths among African Americans. Families in Society: the Journal of Contemporary Human Services, 76 (7), 434-43.

Kruk, E. (1994). The disengaged noncustodial father: Implications for social work practice with the divorced family. Social Work, 39 (1), 15-25.

Mannes, M. (1994?) Seeking the balance between child protection and family preservation in Indian child welfare. Child welfare, 72 (2), 141-52.

Note: We will stay with the syllabus as closely as possible, though we may need to make some adjustments as we proceed through the material.

Grade Components

Name	Weight	Subject
Test #1	20 %	First test will cover chapters 1 & 2) Scheduled for February 5, 2002
Test #2 MID-TERM	20 %	Second test will cover chapters 1 thru 4) Scheduled for February 26, 2002
Test #3	20 %	Final Exam covers chapters 1 thru 5) Scheduled for Tuesday, April 30, 2001 @ 6:30 - 8:30
Attendance and Class Participation	10 %	Attendance counts as a percentage of your grade, please attend class.
Paradigm Presentation	30 %	HBSE I - Paradigm Presentation: (Teams of 2 or 3 students - 10 to 15 minute presentation) Construct and present to the class a model that demonstrates your understanding of the basic concept of paradigm, and traditional and alternative paradigms specifically. You are encouraged to be inventive/creative. Draw on information and experiences from your liberal arts education thus far (arts, music, theater, media, literature, sports, history, anthropology, popular culture, etc.) in constructing your model . Formats for your model will be discussed further in class. Your model should: a. Illustrate the definition of paradigm. b. Illustrate differences between traditional and alternative paradigms. Do this by using your model to compare and contrast at least three of the five dimensions of traditional and alternative paradigms listed below: Traditional: 1. Positivistic/ scientific/ objective/ quantitative 2. Masculinity/ patriarchy 3. Whiteness 4. Separate/ impersonal/ competitive 5. Privilege Alternative: 1. Interpretive/ intuitive/ subjective/ qualitative 2. Feminism 3. Diversity 4. Interrelated/ personal/ integrative 5. Oppressions In addition to your model, after your presentation you are to turn in a written summary of (a) and (b) above. [Suggestion: the notes you prepare to explain your model to the class can serve as the written summary.] Assessment of Assignment will be based on the following criteria: Ability to communicate, through the model and its presentation, the definition of paradigm and differences in traditional and alternative paradigms.

Final Grades

A:	92-100	B+:	87-89	C+:	77-79	D+:	67-69	F:	0-59
A-:	90-91	B:	82-86	C:	72-76	D:	62-66
		B-:	80-81	C-:	70-71	D-:	60-61

Attendance Policy

Attendance is considerer extremely important. Excessive absences will result in lowering of grade by a letter. I consider more than (3) missed classes, either excused or unexcused to be excessive. Students are required to make up work if they miss classes, missing class will not be accepted as an excuse for incomplete work.

Student Conduct & Honor Code

UNCP Academic Honor Code

UNCP Academic Honor Code

Giving and Taking Help
The practice of social work includes two important concepts: "process" and "outcome." Outcome is the degree of success in
achieving a goal. Process includes the hard work and self-discipline a social worker employs in achieving a goal. The social work
faculty feel that the "process" is as significant as the "outcome." When one student assists another by sharing projects, term
papers, book reports, reactions papers and other assignments, the benefits of the "process" are usurped. The student who recycles
the assignment is denied the opportunity to enhance his/her self-discipline and work habits. Simply stated, Don’t share your work
with other students. The social work faculty considers such behavior as cheating, a violation of the NASW Code of Ethics and a
violation of the Student Honor Code.

Plagiarism
Two types of students plagiarize: 1) Students who do not know the meaning of plagiarism, and 2) Students who cheat. The Social
Work Program can not permit either type of student to continue in the program. As a result of successfully completing CMA 105 and
CMA 106, students are expected to understand the meaning of plagiarism and to use the APA citation style. All students enrolled in
SWK courses are required to use the APA citation style. Since APA style is not taught in CMA 105-106, students are encouraged to purchase
the APA Manual or visit the writing center. Anyone caught plagiarizing or
not using APA will automatically receive an F. APA manuals can be purchased in the bookstore. There is a copy on closed reserve
in the library.

Students with Disabilities
Students with disabilities who believe they require reasonable accommodation in order to meet the requirements of the course
should discuss this situation with the instructor as early in the semester as possible.

Other Information

Legalities

Eating is not appropriate in the classroom. The use of tobacco products in class is also prohibited.

Students must turn off all electronic devices (personal stereos, telephones, pagers, etc.) when classes begin.

Recording devices (tape recorders, etc.) are not allowed, except under special circumstances approved by the professor.

confinements of space, materials, etc., family members and guest SHOULD NOT accompany the students to class, except in special circumstance approved by the professor. In genreal, children are not appropriate for the classroom.