VI. COURSE OUTLINE AND READING ASSIGNMENTS
Overview of class and texts, explain syllabus.
Assessment P.O. 2
Human Diversity and how it influences Child Development
Explanation of human development and the social environment. P.O.1
Video: Abortion: Desperate Choices
Continue discussion. Class exercise: Value conflict
Theories of human development. P.O.6
The influence of culture on develoment
Prenatal development and birth.
Infancy and toddlerhood.
Video: Moral Development.
The preschool child.
Video: Educating Peter-Main streaming. P.O. 8
Finish 40- Hours-TURN IN AGENCY REPORT SHEETS &ASSESSMENT
Other Developmental Issues
Final Exam Dec. 11(Tuesday) 8:00 am
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.
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.
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: Students are introduced to different theories of human development across the life span and the interactions between micro, mezzo and macro systems through lectures, reading assignments and videos. The video “Moral Development” is viewed in class. It discusses the major theories in human development. The video “Desperate Choices” is shown is class. It is about the different view points about abortion.
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.
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.
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.
Students will be able to analyze, formulate and influence social policy.
Introduction of Objective: Students are introduced to different social policies that such as abortion, reproductive right, and child development. The students learn through class lectures, videos and reading assignments. The students watch the video “Desperate Choices.” From that video students break into small groups and analyze the abortion debate.
Educational Objectives of HBSE I:
1. Provide content about theories and knowledge of child development as it relates to human bio-psycho-social development and the interaction between the child, family, organizations, institution, and communities.
2. Increase students self-awareness by looking at his/her own development, both through the life cycle and in relation to the issues of human diversity.
3. Help the student become more familiar with cultural, gay and lesbian, ethnic, gender, and spiritual issues, so that his/her social work practice will incorporate appropriate macro considerations.
4. Help the student recognize and respect that which all humans have in common and that which makes each human being unique.
5. Provide macro content on the impact of social and economic forces on children and their families.
6. Provide theoretical frameworks the student can use to learn and develop assessment skills in evaluating children.
7. Give the student an opportunity to apply the theoretical material presented and discussed in class through hands-on experience in a community volunteer placement.
8. Educate students on programs and policies that currently exist to meet the needs of children and their families.
9. Provide students the opportunity to explore policies and programs still needed to enhance the life of children and their families.
This course contributes to the student achieving the following outcomes:
1. Able to 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. Able to understand the forms and mechanisms of oppression and discrimination at the macro level.
3. Able to apply knowledge of bio-psycho-social and spiritual variables that affect individual development and behavior to the understanding of people in their environment.
4. Able to analyze the impact of social policies on client systems.
5. Able to use research to understand client systems issues.
CLASSROOM BEHAVIOR: Since this a class for students that are in professional training, all students are expected to conduct his or herself(s) in a professional manner. Students are expected to attend all classes, complete assigned readings, and participate in class discussions. Attendance is critical to the accomplishment of the learning objectives. When the professor starts speaking, the class members will become quite. With the exception of an occasional tardiness, students are expected to be in class and on time. STAY AWAKE!
Students are expected to abide by the N.A.S.W. code of ethics and behave in a respectable manner to fellow students and faculty. Students’ behaviors maybe discussed among the Social Work faculty.
A student maybe dropped with a W-F if the student’s behavior is disruptive in class.
Two tests covering each developmental phase to evaluate the student’s specific knowledge from assigned readings, videos, and from class lectures. The dates for the exams are indicated on the class schedule given to the students at the beginning of the semester. No make-up exams are given for a missed exam unless a student has a documented excused absence from a physician or University authority. If a student does not have an acceptable excuse, a grade of 0 is recorded. I do not discuss grades over the phone. Please come by my office and set up an appointment if you wish to discuss your grades.
Grading and Attendance Policy
Exam I 100 points 340-306=A
Exam II 100 points 305-271=B
Assessment 100 points 270-236=C Community Service Hours 10 points 235-201=D
Community Service Hours 10 points 200-0=F
Community Service Hours 10 points
Total 340 points
Any assignment not completed, will result in the final grade being dropped one (1) letter grade. Each 10 hour Community Service Hours is considered an assignment. You cannot pass this class if you do not perform your Community Service Hours.
You are required to complete at least two 10 hours Community Service Hours in two different agencies. That is ten hours per agency. You may count only one walkathon for ten Community Service hours. Remember that if you work Jr. High Career day, and participate in a walkathon, plus work on another community project, you still are responsible for completing 10 hours a piece in two different agencies to receive credit for Community Service Hours.
In the classroom
OTHER GRADING REQUIREMENTS: Any paper that is not turned into the instructor in class, on assignment day, will be lowered one (1) letter grade per each day late, beginning when the class is dismissed. Papers turned in by putting them under my door or giving them to someone else, may risk being lost or being turned in late, which may also result in a lower letter grade.
ATTENDANCE POLICY: After five (5) absences a Student Alert will be sent to the Dean of Students. At that time the student will either be dropped from the class or the s student will lose forty (40) points per each absence after the fifth absence. Tardiness and leaving the class early may be considered an absence.