HUMAN BEHAVIOR AND THE SOCIAL ENVIRONMENT II

Objective A-1 (P.O. 1)

Students will apply critical thinking skills, and empirical knowledge of a generalist social work practice in the initial assessment through goal setting, implementation, evaluation and termination.

Introduction of objective: Class lectures, videos, textbook assignments and class discussions will introduce concepts of generalist social work practice.

Students will be evaluated by two 50 question objective tests that will measure critical thinking skills.

Assessment paper will be used to assess student’s knowledge of initial assessment, goal setting, evaluation and termination. Students will be graded on how they articulate these skills in the written assessment.

Objective A-2 (P.O.2)

            Students will be able to practice with the values, ethics and principles of the social work profession. 

Introduction of Objective:  Four Community Service assignments and written assessment will provide students opportunities to practice the values, ethics and principles of the social work practice.

Objective A- 3 (P.O. 7)

         Students will be able to use the theoretical frameworks to understand human development and behavior across the life and the interactions between individuals, families, groups, organizations and communities.

Introduction of objective: Class lectures, human development videos, textbook readings and class discussion will introduce students to theories of human development and the influences of the interactions between micro, mezzo, and macro systems.

 Objective A- 4 (P.O. 6)

           Students will be able to utilize the skills and knowledge of a generalist social work 

           perspective to work with systems of all sizes 

 Introduction of Objective: Students are introduced to generalist assessment skills to work with systems of all sizes through class lectures, guest speakers, and reading assignments.

Objective B-1 (P.O. 3)

Students will be able to demonstrate the ability to practice without discrimination and with respect, knowledge and skills related to client’s age, class, color, culture, disability, ethnicity, family structure, gender, material status, national origin, race, religion, sex and sexual orientation.

Introduction of objective: Students are introduced to this objective through class lectures, videos, textbook readings, community service assignments. The class listens to two guest speakers. Juan Rivas, from LULAC discusses the history of the Latino(a) movement in the United States. Students learn current issues that affect the Latino(a) population. A representative from NAACP speaks to the students about the civil rights movement and discusses racism. The student watch a video “Speaking for Ourselves: Portraits of Gay and Lesbian Youth.” The students participate in a coming out exercise and learn about what it means to be GLBT.

Objective B- 2 (P.O. 4)

Students will be able to identify the forms and mechanisms of historical and current discrimination and oppression and apply strategies of advocacy and social change that advance social and economic justice.

Introduction of Objective:  Students are introduced to this objective through class lectures, class discussions and exposure to different client populations through community service assignments.

Objective C- 2 (P.O. 8)

             Students will be able to analyze, formulate and influence social policy.

 Introduction of Objective: Students are introduced to various social policies that include poverty, sexual harassment, hate crimes, and health care.   The students learn through class lectures, videos and reading assignments.

 

Educational Objectives

 

   1.  Provide an understanding of the interactions between and among human biological, social, psychological, and cultural systems as they affect and are affected by human behavior.

 

   2.  Provide content and facilitate understanding of the dynamics and consequences of social and economic injustice, including all forms of human oppression and discrimination.

 

   3.  Provide content about the ways in which systems promote or deter people in the maintenance or attainment of optimal health and well-being.

 

   4.  Provide content about differential assessment and intervention skills that will enable practitioners to serve diverse populations.

 

   5.  Provide content about values and ethical issues related to bio-psycho social theories.

 

   6.  Help students develop the ability to evaluate theory and apply theory to client situations.

 

Educational Outcomes                                       

Students will be able to:

   1.  Apply, within the context of professional social work practice and classroom evaluative assignments, the skills developed through liberal arts education, such as critical thinking skills, information management skills, valuing skills, and research and investigative skills.

 

   2.  Describe in writing assignment the significance of family in one=s personal life experiences, values, evolution, and strengths/weaknesses. Exhibit the ability to usetheoretical frameworks to understand the interactions among individuals and between individuals and families, groups, organizations, and communities.

 

   3.  Articulate in class discussion, writing assignments, and test/examination experiences, how   past and present family of origin experiences might influence one=s ability to assess the         experiences of potential clients in a professional social work relationship.

 

   4.  Articulate in class discussion and in written work, an awareness of how race, ethnicity, and   gender concerns affect the development and experience of making personal choices across    the life cycle, being attentive to environmental circumstances.

 

   5.  Demonstrate, through written work, the ability to gather, analyze, and interpret psycho          social data, using theoretical perspectives of human development researched in professional literature, and/or presented in class. In addition, apply knowledge of bio-psycho social and    spiritual variables that affect individual development and behavior to the understanding of    people and their environments.

 

Assignments:

 Due April 19 9:30 A. M.

Community Service Experience

One of the most important parts of every student’s learning experience will be participating in the four community service practicums during HBSE II. Each student will be assigned to four, ten-hour Community Service Hours. You are required will shadow a social worker at the agency where the social worker is employed in at least 2 agencies. The object is to gain an understanding of the agency=s purposes, services provided, and populations served. For each ten-hour assignment the student will turn in a copy of Attachment 1 signed by the agency supervisor. You may pick 2 of the following community service assignments:1. oneWalk-A-Thon, 2.take an HIV test (through Vinson Health Care Clinic) 3. a poster presentation 4. Other Community Service Projects as approved

Want to turn in your paper late? You will lose ten points for each day late. This starts at the end of class on the day the paper is due. Everyone gets the same amount of time to write the paper and we are all busy!