Syllabus for ASCM Graduate Class MGC452: Human Behavior and Social Change Instructor: Ms. Anna Kristinna Palomo, LMSW Saturdays 8:30am-11:00am COURSE DESCRIPTION: Human Behavior is a two semester course that will provide the student with the theoretical framework needed to develop as a generalist social work practitioner. This is first of two foundation courses where students learn to apply key theoretical frameworks to the exploration of societal issues and their impact of racial, ethnic, class, cultural, religious/spiritual, and gender diversity on behavior. The course will examine the reciprocal nature of these interactions on persons, families, social groups, communities, organizations, and institutions. The course provides the student with the knowledge to incorporate an understanding of differences that are prevalent within the framework of the global society in which we live: culturally, racially, ethnically and spiritually while enhancing the student’s social policy (macro) and clinical practice (micro and mezzo) skills. The course, Human Behavior and Social Change is a study of socio behavioral and bio-neurological theories and concepts as these relate to social work practice. Discussions will be within the context of social changes, innovations, social processes, and strategies in a development environment. A 52-hour course, this shall equip the students with the knowledge, skills, and develop in ethical standards in working with children, groups and committees in the practice of the social work profession. COURSE OBJECTIVES: At the end of the course, the students are able to: Define, identify and explain the different socio behavioral and bio-neurological theories relevant to social work practice. Develop useful application in enhancing coping mechanism of the individual, group, and communities; Develop awareness and understanding of human behavior as a tool of competency for analysis and diagnosis of human problems and realities amidst social change and social functioning along with the integration of spirituality. Come up with interpretation of holistic framework of development in improving social and interventions in a therapeutic environment in enhancing the social function of individuals, groups and committees. COURSE BEHAVIORAL OUTCOMES: Commit to a social work practice that recognizes different stages growth and developmental characteristics of the human behavior. Develop an emphatic character with an understanding of the influence of cultural and historical trends on behavioral development especially in relation to human problems and realities. Can respond effectively and objectively to situations that require interventions in situations that call for social action. Practice effective, honest, open communication that will allow a client to feel listened to, respected and safe. Can observe, record, and interpret behavior in the context of developmental theories so that in practice one: • can intervene effectively when volunteering or practicing social work; • can make healthy, fulfilling, and effective personal choices; can use behavioral theory to optimize the use of resources; can set and accomplish goals; can appreciate the way cultural, historical, biological, and environmental factors contribute to the development of the whole individual can appreciate social work from seeing how the social and biological systems impact and influence diversity on human behavior; • can appreciate social work as a helping profession; 6. Most importantly, will learn and apply Romans 12:1-2: “Therefore, I urge you, brothers and sisters, in view of God’s mercy, to offer your bodies as a living sacrifice, holy and pleasing to God—this is your true and proper worship. 2 Do not conform to the pattern of this world, but be transformed by the renewing of your mind. Then you will be able to test and approve what God’s will is—his good, pleasing and perfect will.” Student will above all know that true changed behavior starts in the mind and transformation begins with the renewal of the mind in accordance to the will of God. COURSE METHODOLOGY: This course incorporates a variety teaching methods including: lectures, papers, readings, discussions, student presentations, instructor modeling, video and visual aids, and exercises. Since class material will emphasize knowledge of the class readings, it is essential that students keep pace with the reading assignments. Students are to read all assignments for each class prior to class so that they will be prepared to ask questions and discuss material as part of their mandatory class participation. The course encourages student exploration of the human behavior in the social environment via a multidimensional lens. The course will provide students with the opportunity to develop the critical thinking skills that are necessary for a fruitful career in social work. COURSE REQUIREMENTS: Expectations for written work – Written work should show thoroughness, accuracy, clarity and professionalism. Such writing generally requires first writing, then review, then editing and rewriting. All work should be carefully proofread and corrected. Papers should be free of errors in spelling, grammar and punctuation. All papers should be typed, double spaced, with numbered pages. Each assignment should be titled, dates, annotated with your name, and stapled. Plagiarism – Presenting others ideas as your own is a serious violation and will result in a failing grade. Assignments – All assignments are due on the date assigned. Exceptions will only be made for emergencies in which case the instructor must be notified prior to the due date. Late assignments will be graded down by at least one grade. Requirement 1: Reading: Students are expected to read all required reading materials. Reading materials will be incorporated into all written assignments, project and class discussions. Students will complete a reflective reading journal for that weeks assigned readings. The journal is to be posted on the class facebook or yahoo page (to be created) the day before the class. The reading logs will: Critically assess some main points of that week’s readings and themes: Any reflections, thoughts, or insights about your own responses to the week’s lecture and/or readings Any reflections, thoughts, or insights about others’ responses to the week’s lecture and/or readings Any terms or concepts with which you are struggling or need clarification that the chapter is being discussed in class. Be prepared to present your reflective question to the class for discussion. Requirement 2: Multidimensional Timeline Paper This assignment will assist students in developing their critical thinking skills to understand the multidimensional theoretical constructs of understanding the Person‐in‐Environment by exploring the biological, psychological, spiritual, time and environmental dimensions of the whole person. Each student will create a timeline of his/her own development. The student will identify 2 "life events" that are "significant" in reflecting and/or shaping the person you have been, are, and continue to become. The 2 life events are to represent either the biological, psychological [intellectual/cognitive], psychological [emotional/affective], and spiritual dimensions of yourself. Additionally, students are to consider the time and environmental dimensions of the unique events at the 1) micro level (at what age, stage of development, and in what settings—natural and physical environments—did the events take place) and 2) mezzo/macro level (during what year did the events take place, and what was going on in "the larger society" that may have had an impact on your experiences). A timeline graphic that describes each event explains its significance to your development - locates the event within time and environmental dimensions at micro and mezzo/macro levels & analyzes the impact(s) of those dimensions Requirement 3: Exploring Our Community (Theory and Application) The class will be assigned to groups to explore culture and worldview: gender/race/religion/class/privilege and human rights and social justice. Please include the social structures, social institutions, family, ethnic, class and economic structures of the assigned community within the NCR area. GRADING SYSTEM: Attendance 15% Report *Presentation and Report Content 15% Recitation *Class Participation 15% Midterm 15% Finals 15% Case Analysis 15% TOTAL 100% COURSE OUTLINE/SCHEDULE: Note: Some classes will take 2 to 2 1/2 sessions to complete. Class 1: Overview of Class : What tools do we need to understand the person‐in‐environment within the context of social change: Ice Breaker: Getting to Know You Assignment: Getting to Know You Activity. The purpose of this activity is to give students an opportunity to talk about themselves. Materials needed include paper plates, pencils or pens, and markers. The plate represents someone’s world. Have each student draw their world in reference to certain questions. Possible questions could include: What is your favorite dessert? What is your favorite food? What is your career goal? What do you like to do for fun? What is your favorite TV program? What are your talents? Who is a part of your support system? What changes in your environment do you want to note to have made an influence? Have each student pair up with someone else in class and share their world. Encourage the students to pay attention to how the person describes their person‐environment configurations. Class 2: Discussion of Motivation: Learning Maslow’s Theory of Need. Class 3: Theory Development: An Introduction The Psychology of Human Behavior This will be a brief overview: HBSE II will explore these theories in more detail. Human Growth and Development Theories Developmental Theories Life‐Span Theories Moral Development Theories Class 4: Theory Development: An Introduction to Social Identity Theories Impact of Gender, Class, Religion and Culture Class 5: Theory and Application: Discuss The Bio‐psycho‐social Spiritual Framework Class 6: Biological Aspects of the Person: Understanding the Need for an Integrative Approach: How exterior social economic and environment impact a person’s interior health and delivery of services. Class 7: Group Discussion on Timeline Paper Due. Class 8: Psychosocial Aspects: Relationships, Stress, Coping and Adaptation. Concepts of Adaptation within Social Change. Coping Styles Normal and Abnormal Coping Class 9: Spirituality: Possible guest speaker Class 10: Your Home Environment: The students will prepare for class a survey of their home environment. They are to consider the following concepts when describing their environment: comfort/Control/Crowding/Meaning/Privacy/Sociality The Physical Environment : What is the relationship between our physical environments and how we behavior? Discuss: Homelessness; Environments for Persons with Disabilities; The Physical Environment Across the Life Span Class 11: Class will break into their small groups in preparation for their presentation The class will meet in their groups to explore culture and worldview: gender/race/class/privilege and human rights and social justice. Choose one current issue that illustrates the aspect of the community in which we practice social work. How does the issues of social change, gender, race, class, privilege and human and social justice either enhance or detract from this group’s ability to meet their biopsychosocial and spiritual needs? Class 12: Group Presentations TEXTBOOK:* Dale.Orren, Smith. Rebecca, et..al.. HUMAN BEHAVIOR AND THE SOCIAL SYSTEMS THEORY. Redd, William et.al. BEHAVIOR MODIFICATION. BEHAVIORAL APPROACHES TO HUMAN PROBLEM PHILIPPINE ENCYCLOPEDIA OF SOCIAL WORK.(2000) Edition. Vol.1&2. Megabooks Company and the National Association of Social work Education (NASWE). Brandell, Jerrold, et. al. CLINICAL SOCIAL WORK. * A collection of PDF Readings will be shared to the students via USB or email. ** Any books in the ASCM library on Human Behavior and Social Environment can be used as reference. ABOUT THE INSTRUCTOR: Kristinna has over 20 years experience in the field of Social Work. She earned her Masters in Social Work from New York University where she also served as an adjunct professor. She is currently pursuing her Doctorate in Social Development at the University of the Philippines’ College of Social Work and Community Development. Kristinna has returned to her roots in the Philippines in 2010 after being US based since 1992 to bring her knowledge and expertise in both clinical and administrative social work practice. Kristinna currently shares her knowledge on mental health as an Adjunct Professor at Asian Seminary of Christian Thought and starting this 2013 school year, at the University of the Philippines, Diliman, College of Community Development and Social Work. She has established Full Responsibility. A corporate social responsibility consulting company that allows businesses to do business good and responsibly. Her clients include Center for Community Transformation, YWCA and Creative Point International. She serves as their Donor Relations and Corporate Social Responsibility Consultant with a focus on building and implementing quality Corporate Social Responsibility Programs.
Posted on: Mon, 10 Jun 2013 13:23:26 +0000
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