Florida Gulf Coast University

College of Health Professions and Social Work

Department of Social Work
SOW 3102: Human Behavior and the
Social Environment II
CRN # 10703
105 Merwin Hall
Fridays: 2:00-4:45
Office Hours:
Tuesdays: 2:00-4:00pm
Fridays: 10:00-1:30pm
Or by appointment

Spring 2015
Belinda Bruster, PhD, LCSW
Assistant Professor
Office: 145 Merwin Hall
bbruster@fgcu.edu
Phone: 590-7826

Catalogue Course Description

Theories and concepts of human biopsychosocial development within an ecological framework,
focusing on groups, communities, and organizations.
Prerequisite(s): SOW 3101 for level UG with min. grade of C (MAY be taken CONCURRENTLY)
and POS 2041 for level UG with min. grade of C (MAY be taken CONCURRENTLY) and (ECO 1000
for level UG with min. grade of C (MAY be taken CONCURRENTLY) or ECO 2023 for level UG with
min. grade of C (MAY be taken CONCURRENTLY
Course Description
HBSE II builds on the knowledge gained from HBSE I, and prepares students with
theories for the subsequent practice courses. HBSE II also provides an introduction to
systems development as a foundation for the Social Welfare and Policy courses.
Students are introduced to the crucial importance of research in the field and to skills
for critically reviewing research on different client systems development, as a precursor
to research methods.

This course is designed to provide the student theoretical content that informs practice
with larger systems: groups, organizations, institutions and communities, with
emphasis placed on systems theory, focusing on functionalist and conflict, social
constructionist and social exchange theories. Macro systems that are studied include:
the political economy, government and non-government institutions, social structure,
including social stratification, cultural diversity, and social status groups. Social settings
and communities are studied from the perspective of locational communities,
organizations, residential institutions, groups and social movements.
Student Learning Outcomes

1.

Practice without discrimination and with respect, knowledge, and skills related to client's
age, class, color, culture, disabilities, ethnicities, family structure, gender, marital
status, national origin, race, religion, sex, and sexual orientation and examine the
factors that contribute to and constitute being at risk. (CC 2.1.2; 2.1.4; 2.1.5)
Method of Evaluation: class participation, assigned readings, reflection paper
1

2.

3.

4.

Describe the dynamics of social groups, organizations, communities, and societies and
the ways that they can impact on individual development and behavior (CC 2.1.4)
Method of Evaluation: class participation, assigned readings, reflection paper, book
review
Understand the value and knowledge base of professional generalist social work practice
that can be applied to systems of all sizes. (CC 2.1.4)
Method of Evaluation: class participation, assigned readings, reflection paper
Increase awareness of self, personal attitudes, morals and values and how this may
impact your ability to work with diverse populations, as well as support social and
economic justice
(CC 2.1.7)
Method of Evaluation: class participation, assigned readings, reflection paper, book
review
Textbook(s)

Johnson, M. M., & Rhodes, R. (2015). Human behavior and the larger social environment: A
new synthesis. Boston, MA: Allyn and Bacon.
Fadiman, A. (1998). The Spirit Catches You and You Fall Down: A Hmong Child, Her
American Doctors, and the Collision of Two Cultures. NY: Noonday Press/FSG.
American Psychological Association. (2009). The publication manual of the American
Psychological Association. Washington, DC.
Recommended Readings
Anderson, J., & Wiggins-Carter, R. (2003). Diversity perspectives for social Work practice
Boston, MA: Allyn & Bacon.
Appleby, G.A., Colon, E., & Hamilton, J. (2007). Diversity, oppression, and social
Functioning Person in-environment assessment and intervention. Boston, MA: Allyn
& Bacon.
Anderson, S. K. & Middleton, V. A. (2005). Explorations in privilege, oppression, and
diversity. Belmont, CA: Brooks/Cole Thomson Learning.
Avila, E. (2004). Popular culture in the age of while flight: Fear and fantasy in suburban
Los Angeles. Berkeley, CA: University of California Press.
Battle-Walters, K. (2004). Sheilas shop: Working-class African American women talk
about life, love, race, and hair. Lanham, MD: Rowman & Littlefield Publishers.
Berkman, B. (2003). Social work and health care in an aging society: Education, policy,
practice and research. New York, NY: Springer.
Bohm, R. M. (2008). The death penalty today. Boca Raton, FL: CRC Press.
2

Brett, R. (2004). Young soldiers: Why they choose to fight. Boulder, CO: Lynne Rienn
Dow, B., & McDonald, J. (2003). Social support or structural change? Social work theory and
research on care-giving. Australian Social Work, 56(3), 197-208.
Earleywine, M. (2002). Understanding marijuana: A new look at the scientific evidence.
Oxford, NY: Oxford University Press.
Feldschuh, M. (2002). The September 11 photo project. New York, NY: Regan Books.
Garcia, B. & Van Soest, D. (2006). Social work practice for social justice: Cultural
competence in action. Alexandria, VA: Council on Social Work Education.
Golden, R. (2005). War on the family: Mother in prison and the families they leave
behind. New York, NY: Routledge.
Greene, R. R., Galambos, C., & Youjung, L. (2003). Resilience theory: Theoretical and
Professional conceptualizations.
Environment, 8(4), 75-91.

Journal

of

Human

Behavior

in

the

Social

Kawaga-Singer, M., & Kassim-Lakha, S. (2003). A strategy to reduce cross-cultural

miscommunication and increase the likelihood of improving health outcomes. Academic
Medicine, 78, 577-587
Luptak, M. (2004). Social work and end-of-life care for older people: A historical
perspective. Health &Social Work, 29(1), 7-15.

Marsh, J. C. (2005). Social justice: Social work's organizing value. Social Work, pp. 293294. Brooks/Cole.
Osmond, J., & O'Connor, I. (2006). Use of theory and research in social work practice:
Implications for knowledge-based practice. Australian Social Work, 59(1), 5-19.
Prochaska, J.O., & Norcross, J.C. (2007). Systems of psychotherapy: A transtheoretical
analysis. Belmont, CA: Thomson Brooks/Cole.
Stedman, S. J. & Tanner, F. (2003). Refugee manipulation: War, politics, and the abuse
of human suffering. Washington, D.C.: Brookings Institution Press

Tew, J. (2006). Understanding power and powerlessness: Towards a framework for

emancipatory practice in social work. Journal of Social Work, 6(1), 33-51.
3

Vourlekis, B., Ell, K., & Padgett, D. (2001). Educating social workers for health
cares brave new world. Journal of Social Work Education, 37, 177-191.
Walsh, J. (2006). Theories direct social work practice. Belmont, CA: Thomson Brook/Cole.
Wacker, R. R. & Roberto, K. A. (2008). Community resources for older adults:
Programs and services in an era of change. Los Angeles, CA: Sage Publications.
Assignments
1. Reflection Papers- there will be two reflection papers due the following Monday after
the class trip.
The reflection should not exceed four (4) pages (minimum pages is two (2) ) not
including your reference list. Paper must be double spaced with 12 pt font; paper
submitted in 14 or 16 pt font will not be accepted/reviewed. Use APA guidelines for
all reference citations within the text of your paper and for the reference list. Your
reference page(s) should be entitled REFERENCES
Jail Reflection Due-February 16, 2015 via CANVAS by 11:59pm
Hospital Reflection Due- April 6, 2015 via CANVAS by 11:59p
2. Book Review
The Spirit Catches You and You Fall Down is the story of Lia Lee, a child born to Hmong
immigrant parents in Merced, California, in 1982. The story is told of the Lee family and
their interactions with the medical community in Merced in the care of Lia, who develops a
seizure disorder at about 3 months of age. A clash of cultures develops between the Lees
and their care providers at the local hospital, as each tries to do their best to care for the
child.
Lias story is told along with a brief history of the Hmong in Laos and the secret war
fought by the Hmong on behalf of the U.S. government in Laos and Cambodia during the
Vietnam War. The stories are told mainly from the point of view of the Lees and the Hmong
community in Merced. The health and spiritual beliefs of the Hmong seem quite strange to
the American reader. However, the understanding of these differences is a central, and
interesting, element in the story being told.
Demographic shifts occurring in the ethnic and cultural makeup of the United States make it
clear that we must embrace a concept of multicultural medicine. In 1998, approximately
28% of the population of the United States was from cultural or ethnic minorities; by 2030
these groups will account for 40% of the U.S. population. The changing cultural makeup of
this country will also mean divergent health beliefs, religious practices, child-rearing ideas,
family dynamics, and dietary practices that will impact the practice of medicine. Medical
ethics will more frequently involve individuals and groups in this country who do not share
the same beliefs and core values as the dominant culture. The intersection of medical ethics
and cultural competence will increasingly present challenges to the members of the health

care team. This is particularly true, as ethnic and cultural minorities remain underrepresented among health care providers.
It is our responsibility, as social workers, to ensure that we develop the skills and tools
necessary to deliver culturally competent, or culturally appropriate, care.
Source: http://www.paeaonline.org/index.php?ht=action/GetDocumentAction/i/25426

The objective of this assignment is to expand your knowledge of culture and explore
professional disciplines, professional and cultural competence, spirituality and health, and
social work values and ethics. This assignment will 1) allow students to reflect on effective
and ineffective cross-cultural interventions 2) explore their world-views and 3) explore
ethical dilemmas that can present themselves while working with people from other cultures
and professional disciplines. (EPAS 2.12, 2.14, 2.15, 2.17)
After reading the book, write a 7-8 page reflection paper and address the following:
1. Identify two systems (communities, groups, organizations) which you would assess
as culturally insensitive or ineffective. Provide specific examples related to their
interactions with or on behalf of the Lia and her family to support your choices. Discuss
the action(s) or behavior(s) and the outcome.
2. Using the strengths perspective, identify Lias strengths and explain your reasoning
for your analysis.
3. Identify what social work interventions were helpful in the story? Explain why you
think so.
4. In her preface, the author says that while she was working on this book, she often
asked herself two questions: "What is a good doctor?" "What is a good parent?" How
do you think she might have answered her own questions? How would you answer
them? Reflect on your assumptions about a good doctor and if so what are they
based upon?
5. The Spirit Catches You and You Fall Down revolves around a small child who for
much of the book is too young to speak for herself, and at the end is unable to. Do you
nonetheless feel you know Lia Lee? Do you believe that even though she cannot walk
or talk, she is a person of value--and if so, why?
6. The only American who fully won the Lees' trust was Jeanine Hilt, their social
worker. Why did Jeanine succeed where so many others had failed? What lessons do
you learn from Jeanine?
7. Were you surprised by the quality of care and affection given to Lia by her foster
parents? How did Lia's foster parents feel about Foua and Nao Kao? Was foster care
ultimately to Lia's benefit or detriment?
8. Discuss any personal reactions that you had as you read this book. What were some
of the issues you struggled with? What issues did this book help you to resolve? What
questions does this book raise for you? Finally, how has this story affected you overall
and what impact will it have on how you think about the social work practice with
others?
5

9. After visiting Lee Memorial Hospital please explain how the healthcare system failed
the family? With the current health care policies/laws in place please explain why
health disparities continue to exist among minorities?
The paper should be written in APA format and have a minimum of five citations. Paper
must be double spaced with 12 pt font; paper submitted in 14 or 16 pt font will not be
reviewed. 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.
Book Review Due- April 24, 2015 via CANVAS by 11:59pm
Attendance Policy
Attendance is critical to student learning. It is assumed that students will attend class
unless they have an emergency. If a student must miss class, they are asked to please
inform the course instructor. This is not so that the absence can be approved or
disapproved, but as a courtesy. It is the students decision as to when missing a class is
necessary. Integrity is an important and valuable trait for social workers. Students are
expected to arrive on time for each class session. Students who arrive after the scheduled
start time or who depart prior to the scheduled end time of the course will be marked late
for that class session. An accumulation of three late arrivals and/or three early departures
will be counted as a session absence. Students who arrive more than fifteen (15) minutes
after the scheduled course start time or depart more than fifteen (15) minutes before the
scheduled course end time will be marked absent for that class session. A student who
accumulates more than two absences will receive a failing grade for the course or have the
option to withdrawal, and will be consequently withdrawn from field.
Classroom Behavior Policy
Students may NOT use the following during class, iPods, cell phones, laptops, or other such
devices should be in the off position during class
CANVAS Policies and Expectations
Please see CANVAS regarding email policy, response policy etc.

Grading Policy
Class Participation
Book Review
Reflection Paper
Mid-term exam
Final exam
Total

10 points
100 points
40 points (20 points each)
50 points
50 points
250 points

= 93-100

= 86-83

= 76-73

= 66-63

A-

= 92-90

B-

= 82-80

C-

= 72-70

D-

= 62-60

B+

= 89-87

C+

= 79-77

D+

= 69-67

= 59 or less

To pass this course ALL assignments must be turned in via CANVAS 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.
Include evaluation methods and letter grade/numerical correlation. Also include specific
statement about deadlines and late submissions.
Academic Behavior Standards and Academic Dishonesty
All students are expected to demonstrate honesty in their academic pursuits. The university
policies regarding issues of honesty can be found in the FGCU Student Guidebook under the
Student Code of Conduct and Policies and Procedures sections. All students are
expected to study this document which outlines their responsibilities and consequences for
violations of the policy. The FGCU Student Guidebook is available online at
http://studentservices.fgcu.edu/judicialaffairs/new.html

Center for Academic Achievement

The Center for Academic Achievement (CAA) offers academic support services for any FGCU
student. The services are at no extra charge to students and include: peer tutoring,
Supplemental Instruction, Student Success Workshops, and individualized academic
coaching. If you would like to participate in or learn more about these services, please visit
the CAA in Library 103. You may also email the CAA at caa@fgcu.edu or call at (239) 5907906. The CAA website is www.fgcu.edu/caa.
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 accommodations to
students with documented disabilities. If you need to request an accommodation in this
class due to a disability, or you suspect that your academic performance is affected by a
disability, please contact the Office of Adaptive Services. The Office of Adaptive Services is
located in Howard Hall 137. The phone number is 239-590-7956 or TTY 239-590-7930
7

Individuals who require reasonable accommodations due to a disability can contact the
Office of Adaptive Services at 239-590-7956, by e-mail at adaptive@fgcu.edu, or via the
Florida Relay at 711.
Student Observance of Religious Holidays
All students at Florida Gulf Coast University have a right to expect that the University will
reasonably accommodate their religious observances, practices, and beliefs. Students, upon
prior notification to their instructors, shall be excused from class or other scheduled
academic activity to observe a religious holy day of their faith. Students shall be permitted a
reasonable amount of time to make up the material or activities covered in their absence.
Students shall not be penalized due to absence from class or other scheduled academic
activity because of religious observances. Where practicable, major examinations, major
assignments, and University ceremonies will not be scheduled on a major religious holy day.
A student who is to be excused from class for a religious observance is not required to
provide a second party certification of the reason for the absence.
Resources for Faculty General Education
Information on General Education program requirements is available online at
http://www.fgcu.edu/General_Education/index.html
Service-Learning
Information on integrating service-learning into the course and course syllabus is available
online at http://www.fgcu.edu/Connect/
Distance-Learning
Information on distance learning courses is available online at
http://itech.fgcu.edu/distance/
Online Tutorials
Information on online tutorials to assist students is available online at
http://www.fgcu.edu/support/
Canvas Learning Management System and Demonstration Site Information on Canvas is
available online at http://canvas.fgcu.edu/ and https://fgcu.instructure.com/courses/7692
Library Resources
Main page: http://library.fgcu.edu/
Tutorials & Handouts: http://library.fgcu.edu/RSD/Instruction/tutorials.htm
Research Guides: http://fgcu.libguides.com/
Faculty Support: http://library.fgcu.edu/faculty_index.html
Contact Us: http://library.fgcu.edu/LBS/about/contactus.htm

Course Schedule
DATE
January
5-9

January
12-16

January
19-23

January
26-30

TOPIC
Introduction, Review course
syllabus, assignments, and policies
Hmong culture/history
Conceptual Frameworks
Shifting Perspectives in Social
Work
Conceptual Frameworks
Shifting Perspectives in Social
Work
Social Settings
Types of Organizations
Understanding Organizations
Diversity in Organizations
Social Institutions
Economic system, political system
Government related Social
Institutions
Education, Military, Criminal Justice
systems

February
2-6

February
9-13
February
16-20

Criminal Justice System (CJS)

CJS-Critical thinking exerciseDiscussion of Movie- Children in
Prison: Locked Up for Life

CJS

REQUIRED READING & Assignments

Johnson & Rhodes:
Chapter 1:Perspectives and Theories
Fadiman:
Chapters 1-2
Johnson & Rhodes:
Chapter 1: Perspectives and Theories
Fadiman:
Chapters 3-4 (*reading discussion in class)
Johnson & Rhodes:
Chapter 9: Organizations
Fadiman:
Chapters 5-6
Johnson & Rhodes:
Chapter 2: Political Economy
Chapter 3: Government related institutions
Fadiman:
Chapters 7-8 (*reading discussion in class)

The Impact of the criminal justice system

on individuals and families
Death Penalty
Special populations on death row;
youth and women
https://www.youtube.com/watch?v
=JxpZzQlTR9U
Tour of Fort Myers City Jail-Ortiz Site

CJS-Critical thinking exercise

Discussion of jail tour

Jail tour
Reflection Due, Monday, February 16,
2015

Understanding Institutions

Johnson & Rhodes:

Chapter 10: Residential Institutions
Fadiman:
Chapters 9-10
9

February
23-27

March
2-6
March
9-13
March
16-20

Non-Government Related Social

Institutions
Health Care
Affordable Health Care Act
Social Media
Article -Critical thinking exercise
Stephen Gorin, PhD, MSW
The Future of the Affordable Care
Act A Social Work Perspective

March/
April
30-3
April
6-10

April
13-17

April

Fadiman:
Chapter 11
http://www.socialworktoday.com/archive/0
12113p22.shtml
Review for Mid-term Exam
Spring Break/No Class
Mid-term Exam, Friday March 13, 2015

Health Care
Article -Critical thinking exercise
Kawaga-Singer, M., & KassimLakha, S.
A strategy to reduce cross-cultural
miscommunication and increase
the likelihood of improving health
outcomes

March
23-28

Johnson & Rhodes:

Chapter 4: Non-Government Related Social
Institutions

Johnson & Rhodes:

Chapter 4: Non-Government Related Social
Institutions
Fadiman:
Chapter 12-13 (*reading discussion in
class)
http://www.prowersmedical.com/doc
s/Strategy_to_Reduce_CrossCultural_Miscommunication.pdf

Social Structure in American

Society
Social Class in America
Poverty and Social Workers
Understanding Social Stratification
Poverty in the United States and
Abroad
Health Care

Johnson & Rhodes:

Chapter 5: Social Stratification

Health Care-Critical thinking

exercise Discussion of Lee
Memorial Tour

Hospital tour
Reflection Due, Monday, April 6, 2015

Social Structure in American

Society
Disability
Gender
Looking Ahead

Wrap-up

Fadiman:
Chapters 14-15
Tour of Lee Memorial Hospital Health Park

Johnson & Rhodes:

Chapter 7: Social Status Groups
Fadiman:
Chapter 16-17
Future of Macro Systems
Fadiman:
Chapter 18-19 (*reading discussion in
class)
Review for Final Exam
10

20-24

Book Review Due, Friday, April 24,

2015

April/
May1
27-1

Final Exam

11