Florida Gulf Coast University

College of Health Professions & Social Work

Department of Social Work
BSW Program
Fall 2014
Human Behavior and the Social Environment
Professor: Lauren H K Stanley, MS, LCSW (NC),
ACSW
Office: Modular 1 (office #6)
Office Hours: by appointment
Office telephone: (239) 745-4233
Email: lstanley@fgcu.edu

SOW 3101
3 credit hours
CRN 82356

Prerequisites: BSC 1020C or BSC 1085C; PSY 2012; SYG 2000 or SYG 2012
Course Description
Theories and concepts of human biopsychosocial development within an ecological framework,
focusing on individuals and families.
Prerequisite(s): (BSC 1005 with a minimum grade of C or BSC 1010 with a minimum grade
of C or BSC 1085 with a minimum grade of C) and PSY 2012 and (SYG 2000 or SYG 2010)

Introduction
This course analyzes theories of human behavior in the social environment from a life span
developmental approach. The content of this course is designed to increase students potential
for effective generalist social work assessment and interventions with individuals, families,
groups, social systems, and communities. The course also strives to build students appreciation
for and understanding of the ramifications of the person-in-environment principle that
primarily takes into consideration the social, biological, and psychological influences of the
environment. Students will examine the effects of social structures, social policies, and cultural
patterns on individuals at all stages of life (Rogers, 2013).
CSWE EPAS Core Competencies addressed in this course
2.1.1- Identify as a professional and conduct oneself accordingly
2.1.2 Apply social work ethical principles
2.1.3- Apply critical thinking to strengthen professional judgments

2.1.4- Engage diversity and differences in practice

2.1.5-Advance Human Rights & Social and Economic Justice
2.1.6- Engage in research-informed practice and practice-informed research
2.1.7- Knowledge of Human Behavior and Social Environment
2.1.8- Engage in policy practice to advance social and economic well-being and to deliver
effective social work services
2.1.9- Respond to contexts that shape practice
2.1.10- Engage, assess, intervene, and evaluate individuals, families, organizations, and
communities
Course Objectives
By the end of the course, students will be able to:
1. Explain and apply basic principles of learning theories and the systems/ecological and
psychosocial frameworks and analyze individuals, families, groups, organizations,
communities, and societal dynamics from each of these perspectives. (EP 2.1.3; 2.1.4;
2.1.5; 2.1.7)
2. Describe biological, psychological, social, and cultural aspects of childhood, adolescent,
adulthood and older adult developmental states within the context of the broader
environment. (EP 2.1.3)
3. Describe the dynamics of social groups, organizations, communities, and societies and
the ways that they can impact on individual development and behavior. (E.P 2.1.7)
4. Explain ways that ethnicity, culture, gender, sexual orientation, class, disability, and
other factors contribute to human development and their implications for social work
practice. (EP 2.1.2; 2.1.4; 2.1.5)
5. Apply information and theories related to human behavior and the social environment to
life situations in a manner consistent with social work values and the promotion of
social and economic justice. (EP 2.1.4)
6. Apply standards of professional social work practice. (EP 2.1.1) (Rogers, 2013).
Required Textbook
Rogers, A.T. (2013). Human behavior in the social environment, 3rd Ed. New York: Routledge
American Psychological Association (2009). The publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.

Recommended Readings
Anderson, J. & Carter, R. W. (2003). Diversity perspectives for social
work practice. Boston: Allyn & Bacon.
Appleby, G.A., Colon, E. & Hamilton, J. (2001). Diversity, Oppression,
and Social Functioning. Boston: Allyn & bacon.
Bruster, B., Foreman, K. (2012). Mentoring Children of Prisoners:
Program Evaluation. Social Work and Public Health 27, 1-2, 3-11.
Bruster, B. (2009). Transition from welfare to work: Self-esteem and
Self-efficacy influence on the employment outcomes of African
American women. Journal of Human Behavior in the Social Environment 19, 4, 375394.
Bucher, R. (2010). Diversity Consciousness. New Jersey: Pearson.
Cemlyn, S. (2000). Assimilation, control, medication, or advocacy?
Social work dilemmas in providing anti-oppressive services for
traveler children and families. Child and Family Social Work 25,
243-253.
Eamon, M. (2008). Empowering Vulnerable Populations. Chicago:
Lyceum Books.
Ellis, R. A. & Sowers, K.M. (2001). Juvenile Justice Practice: A Cross
Disciplinary approach to intervention. Australia: Brooks/Cole.
Hodge, D. (2003). The Challenge of Spiritual Diversity: Can Social
Work facilitates an inclusive environment. Families in Society: The Journal of
Contemporary Human Services, 84(3), 348-358.
Shriver, J.M. (2004). Human Behavior and the Social Environment:
Shifting paradigms in essential knowledge for social work practice. Boston: Allyn &
Bacon.
Thompson, C. L. & Rudolph, L.B. (2000). Counseling Children. Pacific
Grove, CA: Brooks/Cole.
Evaluation of Performance
To pass this course ALL assignments must be handed in(hard copy) to the instructor on or
before the due date. The written assignments will be evaluated for demonstrated ability to
integrate and apply course content, organization, and writing style. Students are expected to
keep one backup copy of each paper at all times. The instructor is not responsible for the
preservation of the original work.

Late Policy
No late assignments/papers will be accepted. If the student has a legitimate reason (as
approved by the faculty member teaching the course) for submitting late work the policy is: An
assignment within 5 days after the due date will get a grade reduction by one letter grade. This
means, if the student scored A- on the assignment, the student will get B- on that assignment
due to late submission. Any assignment submitted later than 5 days after the due date will not
be accepted.
Students are also expected to arrive on time for class. If a student is more than 15 minutes late
without notifying the instructor in advance, they will be marked absent. You must see the
professor after class to make sure you are marked present, as well as, sign the sign-in form.
Students with more than 3 unexcused absences will be dropped from the course with a failing
grade.
*Students may NOT use the following during class, iPods, cell phones, laptops, or other
such devices should be in the off position during class.
Assignments
A. Critical Thinking/ Class Discussions
There will be four (4) critical thinking exercises as outlined in the course schedule.
These are CRITICAL thinking exercises and will be evaluated as such. Please take your
time and really think about the questions and answer them in a way both substantively and
meaningful to you as a social work professional. Be prepared to discuss your answers in
class.

B. Community Experiences:
1. Spiritual Experience: This is a combined assignment with the Practice I course you
are taking. You will attend one real life and one Second Life service and interview with
a representative of religious/spiritual/cultural community other than your own personal
affiliation. This may be submitted as a video (optional) or as a paper.
2. Cultural Experience: attend an event such as a festival, concert, cultural dance, etc..
These experiences are assigned for two purposes. The first goal is rather subjective;
these are to be tuning in experiences which move you out of your comfort zone and
allow you to be sensitized to the life experiences of others. Due to the brief nature of
these experiences you are only allowed a glimpse into the realities of others who are
different from you; however this is still a valuable experience both personally and
professionally. The second goal of the assignment is more objective. The experience
allows an opportunity for you to integrate knowledge from this course in order to assist

in developing a multifactoral perspective on human behavior as well as to increase your

critical thinking skills.
Instructions for both papers:
The first section should include the following:

Where you went, with whom and when

A brief summary of the experience

Your subjective experience including any feelings or preconceptions you had

before, during, or after the experience

The second section is where you apply academic content to your experience. Integrate
anything learned from this course, practice I or any other course to this setting, the
people and /or challenges/strengths and how they may influence human behavior.
Please title the event as follows:
Name
Experience: spiritual or cultural
Each paper should not exceed five to six pages, (4 pages minimum this does not include the
cover page) including your reference list. Use APA guidelines for all reference citations within
the text of your paper and for the reference list. Use subheadings within the papers text to
identify each discussion section. Your reference page(s) should be entitled REFERENCES
This assignment is due on September 26, 2014 to be handed in (hard copy) at the beginning of
class.
* Course objectives addressed in this assignment are: 1,4,5,7
C. Presentations of Theories (Group assignment)
It is imperative that students know and are able to use various theories which address
human functioning. This is necessary so that you can be competent knowledgeable and
credible practitioners. It is also crucial because these theories are our base. The purposes
of the presentations are the following:

Students will be well versed in the theory they present.

Student participation in class builds professional skills.

Overview

Each group will be assigned a theory and a presentation date. If you dont like your
theory or date then you are free to find someone to trade with you. The trade must be
mutual and you are responsible for ensuring that the professor knows about this in
advance. The date of your presentation is not negotiable.

Prepare a one-page handout for each of your classmates

Prepare and present a case illustration using whatever visual aids you choose.

Your paper must include the following:

The name of your theory

The domain (cognitive, developmental etc...)

Short bio of the theorist who developed the theory

History of the theory

If applicable any terms and stages associated with your theory

Strengths and weaknesses of the theory

Is the theory culturally sensitive

How applicable is the theory across different setting

Please choose a population, and culture in Southwest, Florida and explain how
you would apply this theory to that particular group of people.

Your handout must include the following:

The name of your theory

The domain (cognitive, developmental etc...)

Theorist who developed the theory

Major terms and stages associated with your theory

Strengths and weaknesses of the theory

Is the theory culturally sensitive

Presentation Day-October 31, 2014

Brief, 10-15 minutes, distribute the handout, this cuts down on talking time
Please note: If a member of your group is not working notify me immediately. I cannot
address the problem if you do not speak up.
Each paper should not exceed ten (10) pages, (8 pages minimum this does not include the cover
page) including your reference list. Use APA guidelines for all reference citations within the
text of your paper and for the reference list. Use subheadings within the papers text to identify
each discussion section. Your reference page(s) should be entitled REFERENCES

This assignment is due on to be handed in (hard copy) at the beginning of class.

* Course objectives addressed in this assignment are: 1, 2, 3,5,6,7
D. Research

Paper Assignment

The purpose of this assignment is to provide you with the opportunity to learn to write clearly
and think critically about a topic we will study in this course (HBSE I). This objective will be
accomplished in four steps.
1.

Topic for paper due September 26. This assignment is worth 25 points of your final
grade.
Instructions: Select a topic of interest to you from an area we will study this semester.
You are required to submit a topic for approval. Write one or two paragraphs explaining
your familiarity with this topic, why you selected it, and what your personal opinions or
biases are about the topic (the researcher ID).
Do not proceed with the next portion of the assignment until you have received
approval, in writing, of your topic. You may be asked to meet with me about your topic.

2.

Annotations of two journal articles and bibliography due October 17. This assignment
is worth 50 points of your final grade for the course.
Instructions: Write one sentence that begins with The purpose of this paper is . . . This
sentence should give the reader an overview and quick synopsis of your paper.
Select two journal articles that have assisted you in narrowing down your original topic.
First, cite the article according to correct APA Publication Manual, 6th ed. format. Then
prepare an annotation that mentions the main points of the article that are relevant to
your topic. You are required to submit the abstract from the article. Do this for each of
the two articles. Each annotation should be about one word processed page. See
instructions for and example of annotated bibliography.
Submit a tentative bibliography for your paper. Include at least eight scholarly articles
of which five must be research articles. This is a bibliography only, NOT an annotated
bibliography.

3.

Outline due October 31.

Instructions: Narrow your topic even more so that it is manageable for this assignment.
Using the general outline for the paper that is attached, prepare a specific outline for
your paper. This assignment is worth 25 points of your final grade.

Instructions: Be specific and detailed. This should be about 2-4 word processed pages
in outline format. I dont care which outline format you use as long as you are
consistent.
4.

Paper due November 21 by 5:00pm place your paper into Turn it in via CANVAS.
Your paper will be the finished product resulting from the successful completion of the
above sections of the overall assignment. It is to be 6-8 pages (not including the cover
page and reference list) 12 point font such as Times New Roman, double spaced, with
correct spelling, grammar, and syntax. It must be correctly formatted, cited, and
referenced according to the APA Publication Manual, 6th Ed.
This paper must focus on theory, concepts, or ideas about what we are studying this
semester. It is NOT a practice paper although practice examples may be included if they
clarify a point you are making.
This assignment is worth 100 points of your final grade for the course.
Paper Topics

Refer to the paper outline ( see CANVAS) to see what will be required for you to present about
the topic your select. If you do not select a topic on the list (or some variation) please submit
your topic to me for approval by Friday, September 12, 2014.

1. Any ONE of Eriksons developmental stages or an aspect of the stage (BIO-PSYCHOSOCIAL).

2. Cognitive Development Piaget (or one of the stages)
3. Learning theory Bandura
4. Psychodynamic Theory
5. Behavioral Theory
6. Domestic Violence
7. Family Life Cycle
8. Attachment Theory
9. Diversity (select one issue)
10. Moral Development Kohlberg, Gilligan
11. Gay/Lesbian issues (select one)
12. Poverty
13. Multiple Intelligences
14. Sexuality
15. Gifted children
16. Elder abuse and neglect
17. Womens issues (select one or two)

18. Mens issues (select one or two)

19. Strengths perspective
20. Populations at Risk (any one population)
21. Immigration
22. Drugs/Alcohol or both (I suggest you narrow this topic to an age, ethnicity, specific
drug, social concern, etc.)
23. Multiculturalism
24. Adoption
25. Child abuse
26. Disabilities (Alternative abilities)
27. Deaf Culture
28. Alternative families (step families, single parents, gay/lesbian, cohabitation, etc.)
29. Marriage/Divorce
30. Death and Dying
31. Health Care
32. Rape
33. Homelessness
This is by no means inclusive. All of these topics need to be narrowed and crafted to an area in
which you are interested. Please feel free to email me with your ideas. I will help you narrow
your topic when I return your Topic and Researcher ID assignment.
E. Mid-term Exam - October 10, 2014
You will be given the entire class time to complete your exam. You are responsible for reading
each chapter; not all information on the exams will be covered in class
F. Final Exam Date TBA
You will be given the entire class time to complete your exam. You are responsible for reading
each chapter; not all information on the exams will be covered in class.

Assignments & Points

Community Events
Presentations of Theories (group)
Critical thinking
Research Paper
Mid-term Exam
Final Exam
Participation/Discussion
Total

30 points (15 points each)

30 points
40 points (10 points each)
100 points
50 points
50 points
10 points
________
310 points

Grading
A= 93-100
A-= 92-90
B+= 89-87
B = 86-83
B- = 82-80
C+ = 79-77
C = 73-76
C- = 72-70
D+ = 69-67
D = 66-63
D- = 62-60
F = Less than 60

Academic Standards of Behavior

FGCU is committed to a policy of honesty in academic activities. Conduct that breaches this
policy, including cheating, plagiarism, and falsification of university records, shall result in
academic and/or disciplinary action. The Code of Conduct, published in the Student
Guidebook, is a part of the terms and conditions of admission and enrollment and applies to all
undergraduate students, graduate students, and student organizations (Florida Gulf Coast
University Catalogue). Refer to pages 52-61 of the Student Guidebook
(http://studentservices.fguc.edu.) for information on handling cases of Academic Dishonesty.
Credit must be given to the work of other authors that is used in your paper. Summarized and
paraphrased material (books, journals, government documents, etc.) must be cited in text and in
the reference list at the end of the paper. Direct quotations from sources must be cited in text
using quotations or paragraph indentations, depending on the length of the text. These sources
must also be included in the reference list. Failure to properly credit sources results in
plagiarism.
See section 8.05, page 348 in the Publication manual of the American Psychological
Association for additional information on plagiarism. Also, refer to the APA website at
www.apastyle.org.

Disability Accommodations Services

Florida Gulf Coast University, in accordance with the Americans with Disabilities Act and the
universitys guiding principles, will provide classroom and academic accommodation to
students with documented disabilities. If you need to request accommodation in the class due to
a disability, or you suspect that your academic performance is affected by a disability, please
see me or contact the Office of Multi Access Services. The Office of Multi Access Services is
located in the Student Union building. The phone number is 590-7925 or TTY 590-7930.

Course Schedule
Weeks 1 & 2
Week 1: Dates: Aug 18-22
Introductions, review of Rogers (textbook), syllabus, assignments, and critical thinking
Readings:
Rogers Chapter 1
Article: Schafersman: An Introduction to Critical Thinking
Week 2: Dates: Aug 25-Aug 29
Readings:
Rogers Chapter 1
Weeks 3, 4 & 5
Week 3: Sept 2-5
Readings:
Rogers, Chapter 2
*Critical Thinking Exercise 1 ~ Juan, case study, chapter 2
Week 4: Sept 8-12
Readings:
Chapter 3
Article: Von Bertalanffy: Introduction and The Meaning of General Systems Theory
Week 5: Sept 15-19 - *Combined Class with Dr. Brusters MH 205
Readings:
Chapters 3 & 4
Article: Saleebey: The Strengths Perspective: Putting Possibility and Hope To Work in Our
Practice
Article: Fitzpatrick, K. & LaGory, M.: Poverty, Race, and Place in America
Weeks 6, 7 & 8
Week 6: Sept 22-26 - *Combined Class with Dr. Brusters MH 219
Readings:
Rogers Chapter 5
Week 7: Sept 29- Oct 3
Prepare for mid-term exam: review of material
Readings:
Rogers Chapter 6 & 7 ~ Attachment theory and environment
*Critical Thinking Exercise 2 ~ Sam, case study, chapter 7

Week 8: Oct 6-10

Mid-term Exam -will cover chapters 1-5

Weeks 9, 10 & 11
Week 9: Oct 13-17
Readings:
Rogers Chapter 6 & 7~ Attachment theory and environment

Week 10: Oct 20-24

Readings:
Continue Rogers Chapters 6 & 7 begin Chapters 8 & 9

Week 11: Oct 27-31

Theory Presentations
1. Cognitive Behavioral Theory (CBT)
2. Ecological Theory
3. Solution Focus Brief
4. Social Learning
5. Eriksons Theory
6. Systems Theory
7. Maslows Hierarchy of Needs

Weeks 12, 13 & 14

Week 12: Nov 3-7 - *Combined Class with Dr. Bruster MH 205
Readings:
Rogers Chapter 8 & 9
Guest Speaker: Teddy Being a Transgender Teen
Week 13: Nov 10-14
Readings:
Rogers Chapter 10, 11, 12
* Critical Thinking Exercise 3~analyses of presentation
Week 14: Nov 17-21 - *Combined Class with Dr. Bruster MH 205
Guest Speaker: Cheri Dow, RN The Aging Process What Social Workers Need to Know
* Critical Thinking Exercise 4~ analyses of presentation

Weeks 15 & 16
Week 15: Nov 23-28;
NO CLASS Thanksgiving Break!
Week 16: Date TBA
Final Exam- will cover chapters 6-10