Bowie, Maryland 20715 COLLEGE OF PROFESSIONAL STUDIES DEPARTMENT OF SOCIAL WORK SOWK 300 Stages of Development ONLINE Syllabus

Semester: Spring 2011 Time: Online Instructor: Kesslyn Brade Stennis, PhD, MSW, MDiv E-mail: kbrade@bowiestate.edu Office Hours: Tuesday/Thursday 1:00 PM- 4:00 PM Wednesday 2:55 PM-4:55 PM Credit Hours: 3 Class Location: ONLINE Location:TBA Telephone:(301)860-3252

COURSE PREREQUISITES: PSYC 101 SOCI 101 BIOL 101 General Psychology I Introduction to Sociology Biological Science

COURSE DESCRIPTION: This course explores the bio-psycho-social aspects of human development and behavior. Readings, lectures, class assignment, and discussions emphasize the study of biological, psychological, and sociological factors to advance the students knowledge of the various stages of human growth and development throughout the life cycle. The effects of ethnic, racial, gender, sexual diversity, religious/spiritual practices and mental and physical disability on human development are also explored.

REQUIRED TEXT: Newman, B., and Newman, P. R. (2006). Development through life: approach. Pacific Grove, CA: Brooks/Cole. REQUIRED READING: Fisher, A. (2001). Finding fish: A memoir. NY: William Morrow COURSE OBJECTIVES: Knowledge 1. Acquire knowledge and understanding of the interactions and the influences of bio-psycho-social factors as they affect human development and adaptation. Acquire knowledge of growth and development in the life cycles. Acquire knowledge of diversity and the relevancy of human behavior as related to environmental influences. Recognize their own personal growth within the life cycles and how this and the social environment influence their role and development as helping professionals. A psychosocial

2. 3. 4.

Attitude 1. 2. 3. 4. Increase self-awareness with respect to various value issues. Increase awareness of the complexity of human development and functioning. Develop the willingness to critically evaluate personal biases especially as related to diverse populations. Develop an understanding of the cultures of diverse populations with a special focus on African American, Spanish-speaking populations and the hearing impaired Increase awareness of the impact of self on situations of involvement with others and to develop a commitment to the importance of objectivity in the study of human behavior. Increase appreciation for the importance of cultural differences and values. Enhance appreciation of the importance of positive interplay between the developing individual and his/her social environment.

5.

6. 7.

8. Skills 1. 2.

Increase ability to recognize the relevancy of the social work professions values and code of ethics.

Expand and refine abilities to assess the developmental status of individuals, groups, and communities. Enhance abilities to accurately assess the behavior of individuals, groups, and communities through the utilization of theoretical perspectives with emphasis upon the strength based ecological perspective. Acquire an ability to distinguish between pathological and cultural differences and the impact of negative societal influences. Expand and enhance abilities to assess various bio-psycho-social factors and their impact on developing individuals, groups, and communities. Become familiar with research and utilize knowledge related to behavioral development and social science theory in addressing the problems of individuals, groups, organization, and societies. Develop the ability to articulate acquired knowledge through clear and organized oral and written communication.

3. 4. 5.

6.

STUDENT REQUIREMENTS/GUIDELINES 1. 2. Class attendance requirements are in accordance with the University's attendance policy as outlined in the Undergraduate Catalog. Students are expected to arrive on time and remain until the end of class. Answering cell phones, beepers or other devices without permission will result in a maximum of a five grade point deduction for that class period. Assignments must be thoroughly completed and submitted by the established due dates. 4. 5. 6. 7. Students are to maintain an ongoing reading schedule, and readings are to be completed prior to class discussion. Students are to demonstrate active class participation and respect for diverse opinions. Mid-term and final examinations are required for all students. Take your English Proficiency Examination as early as possible! After completing ENGL 101 and ENGL 102, students must take and successfully pass the Bowie State University English Proficiency Examination. Transfer students who completed their English composition requirements at another university should take the English Proficiency Examination during their first semester of enrollment at the University Students with special needs should inform the professor and contact the university student services for assistance. Students who have a disability and want accommodations should report to Disability Support Services immediately, located on the first floor of the Center for Business and Graduate Studies (301) 860-4067

3.

8. 9.

INSTRUCTIONAL MODES: To include 1. Lecture/discussions, audio visual aids, guest speakers. 2. Student/group presentations, class exercises, community service assignment.

3. Community resource use, case studies, and role-play. 4. Assignments will be given that will entail the utilization of technology (i.e., internet, computers, CD-ROM, etc.).

EVALUATION PROCEDURES (Minimum requirements for successfully completing the course and final grade computation). A. Methods: 1. 2. B. Written reports, oral presentations, community service, mid-term and final examinations. Class attendance and active class participation.

Grading Method: A = 100% to 90% B = 89% to 80% C = 79% to 70% D = 69% to 60% F = 59% and below

C.

Evaluation Criteria: Attendance and Participation=10% Theories Assignment= 10% Life Map= 20% (With Journals Included) Mid-Term Examination= 20% Final Examination= 20% Other Assignments (ie. Case Study Notes) and Quizzes= 20%

COURSE OUTLINE: Unit 1 Introduction A. Course overview Review of syllabus B. Review 5

1. 2. 3. 4.

Ecological perspective Strength based perspective Problem solving model Social work values and professional code of ethics

C. Exercises 1. Life events 2. Genogram 3. Eco-map D. Theories of lifespan development E. Physical aspects of development Text Reading: Review syllabus and handouts Chapters 1-4 Unit 2 Beginning Life: Prenatal Development, Infancy and Childhood A. Prenatal development 1. Stages of Development 2. Birth Experience 3. Related topics a.Unplanned pregnancies b. Abortion c.Surrogate parenthood d. Stem cell research e.Cloning B. Infancy 1. Physical and cognitive development 2. Social development 3. Related topics a.Sudden Infant Death Syndrome(SIDS) b. Genetic disorders c.Neglect C. Childhood 1. Physical and cognitive development. 2. Social development. 3. Discussion topics a.Abuse/neglect b. Parental divorce c.Phobias d. Racism e.Sexism 6

f. Discipline/Spanking Text Reading: Chapters 5-9 Unit 3 Challenging Boundaries/Searching for Self: Adolescence and Young Adulthood A. Adolescence 1. Physical and cognitive development 2. Social development 3. Discussion topics a.Violence b. Substance use/abuse c.Suicide d. Adolescent pregnancy/parenthood e.Eating disorders B. Young Adulthood 1. Physical and cognitive development 2. Social development 3. Discussion topics a.Sexual orientation b. Option of marriage c.Family variations d. Sexual assault, acquaintance rape e.Domestic violence f. Drug use/abuse Text Reading: Chapters 10 - 12 Unit 4 Declaration of Self and Life Review: Middle and Late Adulthood A. Middle Adulthood 1. Physical and cognitive development 2. Social development 3. Discussion topics a. Divorce b. Step families c. Mid-life crisis d. Unemployment e. Sexual harassment f. Parental violence at childrens sports events

B. Late Adulthood 1. Physical and cognitive development 2. Social development 3. Discussion topics a.Retirement b. Sexual functioning c.Depression d. Senility e.Alzheimers disease f. Ageism Text Reading: Chapters 13 14 Unit 5 Ending Life: Dying and Death A. Dying 1. Physical aspects 2. Emotional aspects 3. Discussion topics a. Euthanasia b. Elder abuse c. High cost of dying B. Death and the grief process 1. 2. 3. 4. Kubler-Ross model Westberg model Grief management Discussion topics a. Prolonged grief b. Loss c. Religion, spirituality Text Reading: Chapter 15

BIBLIOGRAPHY STAGES OF DEVELOPMENT .Appleby, G., Colon, E., and Hamilton, J. (2001). Diversity, oppression, and social functioning: Person-in-environment assessment and intervention. Boston: Allyn and Bacon Anderson, R. & Carter, I. (2003). Human behavior and the social environment: Social systems theory (6th ed.). Boston: Allyn and Bacon. Aspinall, S.Y. (1996). Educating children to cope with death: A prevention model. Psychology in Schools, 33, 341-349. Baer, D.M. and Pinkston, E.M. (1997). Environment and behavior. Boulder, CO: Westview. Bassoff, E. (1991) Mothering ourselves: Help and healing for adult daughters. New York: Dutton. Beck, L. (1991). Child development (2nd ed.). Boston, MA: Allyn and Bacon Brazelton, T.B. (1969). Infants and mothers. NY: Dell. Bredin, R., and Keating, A. (2000). Gender studies. Bellevue: Coursewise Publishing Brown, L. (1997). Two spirit people: American Indian lesbian women and gay men. Journal of Gay and Lesbian Social Services, 6, 2. Butler, R. Lewis, M., Sunderland, T. (1998). Aging and mental health: Positive psychosocial and biomedical approaches. Boston, MA: Allyn and Bacon Comer, J., and Pouissaint, A. (1975) Black child care. New York: Simon & Schuster. Crosby, J.F. (1985). Illusion and disillusion: The self in love and marriage. Kentucky: Wadsworth. Curtis, S. (1977) Genie: A psychological study of modern-day wild child. New York: Academic Press. Dale, O., Smith, R, Norlin J., M and Chess, W., A. (2009). Human behavior and the social environment: Social systems theory (6th ed.). Boston: Allyn and Bacon. Dyer, E.D. (1983). Courtship, marriage and family: American style. Illinois: Dorsey Press. Erikson, E. (1950). Childhood and society. NY: Norton Eshleman, J. R. (1994). Eshleman, J. R. (1994). The family (6th ed.). Boston, MA: Allyn 9

and Bacon. Fontes, L. A. (Ed). (1995) Sexual abuse in nine North American cultures: Treatment and prevention. Thousand Oaks, CA: Sage. Fryenberg, E. (1997). Adolescent coping: Theoretical and research perspectives. NY: Routledge. Gibbs, L. (1991). Scientific reasoning for social workers: Binding the gap between research and practice. New York: Merrill. Gill, W. (1992). Helping African American males: The cure. Negro Educational Review, 43, 31-36. Gilligan, C. (1982). In a different voice: Psychological theory and womens development. Cambridge, MA: Harvard University Press. Gloth, F.M. (1994). Hospice: The most important thing you didnt learn in medical school. Maryland Medical Journal, 43, 511-513. Guntheroth, W. G. (1995). Crib death: The sudden infant death syndrome (3rd ed.). Avmonk, New York: Futura. Harris, M. (1998). School experiences of gay and lesbian youth: The invisible minority. Journal of Gay and Lesbian social services: Issues in practice, policy and research, 7, 4, Huff, P (1987) Psychological and social considerations in adolescent pregnancy management. Maryland Medical Journal, 36, 11, 951-954. Hughes, F.P. and Noppe, L.D. (1990). Human development across the lifespan. NY: MacMillan. Jolley, S., Mitchell, M. (1996). Lifespan development: A topical approach. Madison WI: Brown & Benchmark. Jones, R. L. (1989). Black adult development and aging. CA: Cobbs & Henry. Kaye, Y. (1991). The child that never was. FLA: Health Communications, Inc. Kett, J.F. (1977). Rites of passage: Adolescence in America, 1790 to present. NY: Basic Books. Kinsey, A.C., Pomeroy, W.B., & Martin, C.E. (1948). Sexual behavior in the human male. Philadelphia: W.B.Saunders. Kinsey, A.C., Pomeroy, W.B., & Gebhard, P.H. (1953). Sexual behavior in the human female. Philadelphia: W.B.Saunders. 10

Kohlberg, L.A. (1964). Development of moral character and moral ideology. New York: Basic Books. Lidz, T. (1968) The person: His development throughout the lifecycle. New York: Basic Books,, Inc. McInnis-Dittrich, K. (2002). Social work with elders: A biopsychosocial approach to assessment and intervention. Boston, MA: Allyn and Bacon Munson, C. (1980). Social work with families. NY: Free Press. Piaget, J. (1960). The childs conception of the world. London: Routledge. Piaget, J. & Garcia, R. (1990). Toward a logic of meaning. Hillsdale, NJ: Erlbaum Rogers, C. (1972). Becoming partners: Marriage and its alternatives. NY: Dell. Rossi, A. (1994). Sexuality across the life course. Chicago: University of Chicago Press. Rymer, R, (1993) Genie: A scientific tradegy. New York: Harper Perennial. Satir, V. (1988) The new peoplemaking. Mountain View. CA: Science and Behavior Books. Sharf, R. (2001). Lifes choices: Problems and solutions. United States: Brooks/Cole. Sheehy, G. (1974). Passages: Predictable crises of adult life. NY: E.P. Dutton. Schiele, J. (2000). Human services and the Afrocentric paradigm. Binghampton, NY: Haworth Press, Inc Sheehy, G. (1981). Pathfinders. NY: Morrow. Shehan, C. (1997). Marriages and families: Reflections of a gendered society. Boston, MA: Allyn and Bacon Thomas, R.M. (1996). Comparing theories of child development (4th ed.). Pacific Grove, CA: Brooks/Cole. Tice, C., and Perkins, K. (1996). Mental health issues and aging: Building on the strengths of older persons. Pacific Grove, CA: Brooks/Cole Publishing Co. Visher, E.B., & Visher, J.S. (1996). Therapy with stepfamilies. NY: Bvruner/Mazel. Viorst, J. (1986). Necessary losses. NY: Simon and Schuster. Watts, R., and Jagers, R. (1997). Manhood development in urban African- American 11

communities. New York: The Haworth Press Wilson, E.O. (1975). Sociobiology: The new synthesis. Cambridge, MA: Belknap. Winton, M., & Mara, B. (2001). Child abuse and neglect: Multidisciplinary approaches. Boston, MA: Allyn and Bacon Zigler, B. (1994). Reshaping early childhood intervention to be a more effective weapon against poverty. American Journal of Community Psychology, 22, 37-47.

12