SW 3701

Human Behavior in the Social Environment

Syllabus
OHIO UNIVERSITY SOCIAL WORK PROGRAM
SW 3701, DYNAMICS OF HUMAN BEHAVIOR
TERM, HOURS, AND LOCATION:
Summer 2023
No meeting time – see introductory video for additional information
INSTRUCTOR
Sasha Grundfast (Collins) MSW, LISW-S
She/Her
Assistant Professor of Instruction
Collinss1@ohio.edu
Office Hours: By appointment via Teams

PREREQUISITES
o The student must: SW major and BIOS 1030 & PSY 2410

TEXTBOOKS, READING MATERIALS, RESOURCES

Required:
Ashford, Jose B et. al. (2018). Human Behavior in the Social Environment Cengage Learning. ISBN
978-1-305-86030-8

Fadiman, Anne. (1997). The Spirit Catches You and You Fall Down.
New York: Noonday Press. ISBN: 0-374-52564-1

ADDITIONAL MATERIAL: Other supplemental material on Blackboard (i.e. assignment section) or

class handouts are designed to assist your ability to do well in the course and in field or further explain
class homework, class discussion, examinations, or better your ability to participate in class.

RECOMMENDED REFERENCE BOOK

American Psychological Association (2009). The Publication Manual of the American Psychological
Association (6th edition), American Psychological Association, Washington, D.C.

CREDIT HOURS
o 03

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COURSE DESCRIPTION
The course presents theoretical frameworks and empirical knowledge used in social work assessment,
emphasizing factors affecting human development over the life course including the range of social systems in
which people live. Assignments provide opportunities to critique and apply knowledge from multiple sources,
with particular attention to the foundations of social work practice including values and ethics, dimensions of
human diversity, and professional self-awareness.

COURSE OBJECTIVES
Students develop ability to integrate social work theory, knowledge, and values and ethics in the
process of social work assessment. Upon successful completion of this course, students will be able
to:

Practice
Practice Behavior
Assign- Behavior
Course Objectives Addressed
ments Measured
1) Identify the impact of 2.1.6 a and b
2.1.6a. Apply knowledge
biological, psychological, (Infant/Toddler
of human behavior and
social, and cultural systems Field Observation
the social environment,
on human development and
person-in-environment,
behavior over the life course;
and other
multidisciplinary
theoretical frameworks to
Infant/Toddler engage with clients and
Field constituencies.
Observation
2.1.6b. Use empathy,
reflection, and
interpersonal skills to
effectively engage
diverse clients and
constituencies.

2) Critique and apply knowledge 2.1.4b. Apply critical

Article 2.1.4 b and
from multiple sources to understand thinking to engage in
Review #1 c
people and their environments; analysis of quantitative (Article Review
Environmenta and qualitative research and
l Justice Paper methods and research Environmental
findings. justice paper)
2.1.4c. Use and translate
research evidence to
inform and improve
practice, policy, and
service delivery.

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3) Utilize conceptual frameworks 2.1.6a Apply knowledge 2.1.6a

to assess strengths and of human behavior and (Final Exam)
vulnerabilities of clients (and target the social environment,
populations) and guide intervention; person-in-environment,
and other
multidisciplinary
theoretical frameworks to
engage with clients and
constituencies.
2.1.7b Apply knowledge
of human behavior and 2.1.7b, 2.1.8b,
the social environment, 2.1.9b
person-in-environment, (Midterm Exam)
and other
multidisciplinary
theoretical frameworks in
the analysis of
assessment data from
clients and constituencies
2.1.8b Apply knowledge
of human behavior and
the social environment,
person-in-environment,
and other
multidisciplinary
theoretical frameworks in
interventions with clients
and constituencies.
.
2.1.9b Apply knowledge
of human behavior and
the social environment,
person-in environment,
and other
multidisciplinary
theoretical frameworks in
the evaluation of
outcomes.

4) Understand how diversity 2.1.2a. Apply and

Fadiman 2.1.2
(gender, ethnicity, social class, sexual communicate
Group (Fadiman
orientation, etc.) characterizes understanding of the
Presentations Presentations)
and shapes human experience, importance of diversity

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including identity formation; and difference in shaping

life experiences in
practice at the micro,
mezzo, and macro levels.
2.2.1b Present
themselves as learners
and engage clients and
constituencies as experts
of their own experiences;
2.1.2c. Apply self-
awareness and self-
regulation to manage the
influence of personal
biases and values in
working with diverse
clients and
constituencies.

5) Recognize forms and mechanisms 2.1.3 Apply their 2.1.3a.

of oppression and discrimination and understanding of social, (Midterm Exam)
their impact on human development; economic, and
Fadiman environmental justice to
Group advocate for human
Presentations rights at the individual
and system levels.

a.
6) Utilize self-reflection and apply 2.1.1a. Make ethical
Fadiman 2.1.1a.
professional values and decisions by applying the (Final Exam)
Group
ethical principles to guide practice; standards of the NASW
Presentations
Code of Ethics, relevant
laws and regulations,
models for ethical
decision-making, ethical
conduct of research, and
additional codes of ethics
as appropriate to context.
2.1.1b. Use reflection and
self-regulation to manage
personal values and
maintain professionalism
in practice situations.
2.1.1c. Demonstrate
professional demeanor in
behavior; appearance;

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and oral, written, and

electronic
communication.
2.1.1d. Use technology
ethically and
appropriately to facilitate
practice outcomes.
2.1.1e. Use supervision
and consultation to guide
professional judgment
and behavior.

7) Recognize the impact of 2.1.7a Collect and 2.1.7a and b

scientific and technological organize data and apply (Final Exam)
developments and change on critical thinking to
communities and client populations. interpret information
from clients and
constituencies.
2.1.7bApply knowledge
of human behavior and
Fadiman
the social environment,
Group
person-in-environment,
Presentations
and other
multidisciplinary
theoretical frameworks in
the analysis of
assessment data from
clients and
constituencies.

WRITING GUIDELINES
The APA Publication Manual is the guide used in the Social Work Program. It is expected that all
writing will be completed using the style and format described in the APA Publication Manual. Use the
Purdue online resource for APA information to review APA format and style:
http://owl.english.purdue.edu/owl/resource/560/01/.

GRADING POLICY
o Failure to complete an assignment may result in failing the course. All assignments are required

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o Your grade in this course will be determined by your performance on assignments, participation,
and examinations. In addition, your attendance will also be used to determine your final grade
for this course. You are expected to complete assigned readings each week.
Unexcused Absences: Unexcused absences result in penalties. Students who arrive
significantly late or leave the class after class begins will not be counted in the daily roll. In
addition to the following attendance policy will be enforced:
o 3 unexcused absences, 3% deduction from final grade
o 4 unexcused absences, 6% deduction from final grade
o 5 unexcused absences – 10% deduction from final grade
o 6 unexcused absences – possible failure of course

Grades will be calculated using the following percentage distributions:

95 to 100% = A 87 to 89% = B+ 77 to 79% = C+ 65 to 69% = D

90 to 94 % = A- 83 to 86% = B 73 to 76% = C Less than 65% = F

80 to 82% = B- 70 to 72% = C-

Graded Course Components Possible Points Percentage of Final Grade

-List assignments

1. Infant/Toddler
Observation 10 10

2. Article Review
10 10
3. Homework/participation
10 10
4. Environmental Paper
5 5

5. Midterm Exam
(Genogram) 25 25

6. Final Exam
40 40
7. Possible Points:
Total: 100 100%

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ASSIGNMENTS (FOR FULL DESCRIPTION AND GRADING RUBRIC SEE APPENDIX C)

o Infant/Toddler Observation – Description found in Appendix C
o Article Review – Instructions found in Appendix C
o Homework – there will be 2 homework assignments throughout the semester, worth 5 points
each.
o Environmental Paper – Description found in Appendix C.
o Group Presentation on Fadiman – Description found in Appendix C.
o Midterm and Final – An exam in Week 7 and another during finals week.

ATTENDANCE/ABSENTEE POLICY:

For this course, you must adhere to this policy:

Students may document reasons for their absences as follows:
1. If you are participating in an authorized University activity (departmental trips, music or debate
activity, ROTC function, or athletic competition), you can obtain notification from the
sponsoring office. If you are in the military reserves and if reserve training including
reasonable travel time to training locations may fall upon class days, a letter from the
commander of your military reserve unit showing the date of the absence and the reason for it
will serve for prior notification.

2. Students who receive medical or dental care from OhioHealth O’Bleness Hospital, Ohio
University Campus Care, or other health care facilities are expected to request official
notification from the staff at the time of their visit stating that they were seen on a particular
day, in order to present the instructors of classes necessarily missed for this reason
verification of the date(s) and times they receive such care. It is the responsibility of the
student to request and obtain such notification.

3. Students returning to class after a legitimate absence can expect their instructor’s assistance
within the limits of the instructor’s established attendance policy. In cases of legitimate
absence—such as illness, death in the immediate family, religious observance, jury duty
involvement in University-sponsored activities—some accommodations (e.g., makeup work,
excused absences, change of grade computation) will be arranged subject to previously
announced limitations. There are occasions where the size or nature of the course makes it
necessary to set limits on the number of excused absences or the availability of makeup work,
particularly for exams or special events such as field trips or outside speakers. Such
limitations will be explained in the instructor’s statement of attendance policy at the beginning
of each course. Students with scheduled activities must check with the instructor as early as
possible to clarify that there will be no conflict with the policy.”
Absences and late assignments will affect your grade or your standing in the class as follows:

1. Late Assignments: One point is deducted for each day an assignment is turned in past the due
date, assuming that the lateness is not due to reasons outlined in the faculty handbook or
student handbook as “legitimate.” In the case of tardiness of submission resulting from excused
(legitimate) absences, the student must make arrangements as soon as possible with the

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instructor for a revised due date. The student must contact the instructor before the due
date to arrange for an extension related to a legitimate delay.
2. Unexcused Absences: Unexcused absences result in penalties. See above under Grading
Policy.

3. Students who arrive significantly late or who are gone from class a significant amount of time
will not be counted in the daily roll.

4. All assignments must be turned in by the end of the semester. Failure to submit an assignment
will result in an automatic failing of the course.

CLASSROOM COVID-19 POLICIES

Ohio University is committed to maintaining a safe learning environment for all members of its
community – students, faculty, and staff – regardless of whether they have been vaccinated against
COVID-19.

Because the university is not requiring vaccination nor are faculty or staff permitted to ask students
about their vaccination status, all members of the OHIO community are expected to take certain
precautions in classrooms and elsewhere on campus to keep each other safe:
 Select a testing pathway as part of the COVID-19 Testing Pathway Program. If you have not already
made your pathway selection, please do so immediately. If you select the Weekly Testing Pathway, I
expect you to adhere to your required testing schedule.
 Maintain physical distance as directed on signage in classrooms, vaccinated or not.
 All individuals are required to wear masks in indoor public spaces on campus, including classrooms.
 Complete a daily COVID-19 symptom assessment and do not come to class if you feel sick, even if you
are vaccinated against COVID-19. If you need a thermometer, you can request one at the Guest Services
desk on the fourth floor of Baker Center.
 If you test positive, feel sick or suspect exposure to COVID-19, it is your responsibility to follow
the OHIO COVID-19 Protocol.
If you do test positive or need to isolate or quarantine this semester, after you have taken care of
yourself and followed all the steps in the OHIO COVID-19 Protocol, please email me so that we can
develop a plan for you to receive necessary course content. COVID-related illness, quarantine,
isolation, and remain-in-room directives are legitimate university absences, and I will work with you to
manage your academic requirements and connect you to resources.
If you feel that your class performance is being impacted by COVID-19, please talk with me and/or
contact COVID Operations by phone (740.566.8445) or email (COVIDoperations@ohio.edu) Monday
through Friday, 8 a.m. to 8 p.m., and noon to 5 p.m. on weekends. The University has resources
available to help with quarantine and isolation support, as well as access to COVID-19 testing,
counseling services, food assistance, and more.

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STUDENT CODE OF CONDUCT PERTAINING TO PLAGIARISM

Students, the following material is quoted from the Student Code of Conduct, page 6,
www.ohio.edu/communitystandards/upload/Student-Code-of-Conduct-082417.pdf.

Part D: Prohibited Conduct:

The university considers the behavior described in the following sub-parts as inappropriate for
members of the Ohio university community. These rules apply to all Ohio university students, student
groups, and student organizations for behavior that occurs both on and off campus. The right of all
students to seek knowledge, debate, and freely express their ideas is fully recognized by the university.

1. Academic Misconduct
a. Plagiarism: Using another’s work, in whole or in part, without acknowledging the
source and presenting that material as one’s own academic work. This includes, but
is not limited to:
i. Reproducing another person’s work, whether published or unpublished
(this also includes using materials from companies that sell research
papers)
ii. Using another’s ideas or written words without properly acknowledging
the source:
a. Quoting a source word for word without providing quotation
marks and citations.
b. Copying words or ideas from a source without appropriate
citations.
iii. Submitting work that is substantially identical to another course in content
and/or organization without appropriately citing the source.
iv. Using other intellectual property in a work without appropriate citations,
permissions, or rights (when applicable). Intellectual property includes
but is not limited to images, videos, software programs, computer code,
or pieces of music.

b. Cheating: Any attempt by a student to answer questions on a test, quiz, or

assignment by means other than his or her own knowledge, without
authorization from the instructor, resulting in unfair academic
advantage. This includes but is not limited to:
i. Using the textbook or other materials, such as a notebook, not authorized
for use during an examination.
ii. Using technology (i.e., cell phones, laptop computers, social media, text
message, etc.) to aid in the completion of work when not permitted to do
so.
iii. Observing or copying the work of another student or allowing another
student to plagiarize, copy, or observe one’s own work.
iv. Using unauthorized material during a test, notes, formula lists, notes
written on clothing, etc.
v. Taking a quiz, exam, or similar evaluation in place of another person.
vi. Providing or requesting assistance from another person in a manner
prohibited by the instructor.
vii. Using a laboratory, computer, or calculator inappropriately or without
authorization.
viii. Changing material on a graded exam and then requesting a re-grading of
the exam.

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ix. Acquiring unauthorized knowledge of an examination or any part of an

examination.
x. Signing in any person other than one’s self for class attendance.

c. Multiple Submissions: Submitting the same academic work for credit more
than once unless specifically authorized by the instructor of record.

d. Fabrication or Falsification: Knowingly using and/or presenting invented or

fabricated information, falsified research, or other findings.

e. Misrepresentation: Misrepresenting facts in an attempt to gain an academic

advantage. This includes but is not limited to:
i. Providing false or misleading information in an attempt to receive
an extension or postponement of a test, quiz, or other assignment
ii. Providing false or misleading information in an attempt to receive a
re-take of an exam or re-submission of an assignment.
iii. Providing false or misleading information as part of an academic
probation/dismissal appeal process.
Please note: an instructor may impose a grade penalty for academic misconduct
and/or file a disciplinary referral.

Students, the above information is only a portion of the Code; it is recommended that you become
familiar with the entire code and adhere to this code throughout the course. Disciplinary sanctions are
spelled out in the Student Code of Conduct, pages 16-17. Web link:
www.ohio.edu/communitystandards/upload/Student-Code-of-Conduct-082417.pdf.

STUDENTS WITH SPECIAL NEEDS OR DISABILITIES

The mission of Student Accessibility Services (SAS) is to ensure equal opportunity and access for
members of the Ohio University community. Central to this mission is the development of an academic
environment that is accessible to all people without the need for adaptation. While working toward the
goal of full inclusion, accommodations must still be provided on an individual basis. Web link:
https://www.ohio.edu/uc/sas/forms-student-handbook.

Course Policy: The policy for this course is congruent with the policies of the Office of Student
Accessibility Services. Any student who suspects that he or she may need an accommodation, based
on the impact of a disability, should contact the class instructor privately to discuss the student’s
specific needs and should provide written documentation from the Office of Student Accessibility
Services. If the student is not yet registered as a student with a disability, he or she should contact the
Office of Student Accessibility Services. Contact information is as follows:

Baker University Center, Suite 348.

Hours of operation: Monday – Friday, 8:00 a.m. -5:00 p.m.
Phone: 740-593-2620
TTY: 740-593-9463
Fax: 740-593-0790
www.ohio.edu/disabilities
disabilities@ohio.edu

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CLASSROOM PRIVACY
While it is sometimes desirable for classroom practices to be observed for the purpose of improvement
of pedagogy and such observation is sometimes required for annual faculty evaluation and for tenure
and/or promotion evaluation, faculty are entitled to classroom privacy, academic freedom, and
professional courtesy. Consequently, observation and evaluation of any classroom (including on-line
classes) by any observer or evaluator requires the prior notification and mutual agreement of the class
instructor and the observer or evaluator. Furthermore, recording of classroom activities by any
electronic means by students, other faculty, university administrators, or others requires permission of
the instructor. All students in a class must be informed if permission has been given for a class to be
recorded. Classroom lectures and associated course materials may be copyrighted by an instructor
(see Section IV.A.3). Under no circumstances may verbatim recording of copyrighted classroom
lectures and materials by electronic or any other means (including note taking) be conducted for 1)
sale, whether or not it is for educational benefit, or 2) for the educational benefit of those not enrolled in
the class. This does not apply to non-verbatim notes taken by students.

INTELLECTUAL PROPERTY RIGHTS STATEMENT

The lectures, classroom activities, and all materials associated with this class and developed by the
instructor are copyrighted in the name of Annelle Edwards on this date, Aug. 27, 2018. Course content
may not be recorded or shared with anyone not enrolled in the program, except by instructor’s
permission for purposes of Institutional Equity.

COURSE EVALUATION
Course evaluation is a continuous process and is the responsibility of both the faculty and the
students. Ongoing feedback (formative evaluation) is the only way to improve the course and to
assure that it meets the needs of you, the student, and the discipline of social work. It is your
responsibility to give immediate, constructive feedback regarding class structure and process.
Formal evaluation of the course and the instructor occurs at the end of the course. You will receive
instructions at your Ohio University email address about how to complete the course evaluations
online. Your ratings and comments are sent to a computer not connected to the Social Work
Program and faculty members do not receive the results until after they have turned in course grades.

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Course Schedule and Due Dates

Date
Topic Assigned Reading Exercise/Assignment

HBSE; Path to Social Work exercise

Introduction
Chapter 1
An Integrative
Introduction to HBSE
Multidimensional
Week 1
Framework for
5/15-5/21 Chapter 2
Assessing
Guttmacher Fact Sheet;
Current and
Family Life Cycle Stages
developmental
concerns

Chapters 3 Discussion Board Homework #1 Due May 28th

Stages of Psychosocial by end of day
Pregnancy, Birth
Development & Tasks
and Newborn
Week 2
5/22-5/28 Chapters 4
Infancy
Neurological
Development (Lesser &
Pope excerpt)

Chapter 5 Infant/Toddler Field Observation due

Education in a June 4th by end of day
Multicultural Society
Early Childhood (Delpit)
Week 3
5/29-6/4 Middle Childhood Chapter 6
Zastrow & Kirst-Ashman
(excerpt); Dating Violence
Prevention

Catch up/In class activity

Midterm
Midterm Exam Due June 11th by end of day-
Week 4
Chapter 7 Create genogram for case study of Brad
6/5-6/11 Adolescence
Case Study - Pediatric
Social Worker

Emerging and Chapter 8 Article Review due June 18th by end of day
Young Adult (Case Study 9.1, pp. 332-
Week 5
340)
6/12-6/18
Middle Adulthood
Chapters 9

Week 6 Late Adulthood Chapter 10

6/19-6/25 and Very Late Discussion Board Homework #2 Due Nov 3 by
Fadiman Chapters 1-4,

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Adulthood end of day

The Hmong Environmental Paper due June 25th by end of

10, 12 & 14; NASW
Experience; day (don’t forget to respond to 2 classmates)
Standards for Cultural
Cultural
Competence
Competence

Professional Self-
Awareness &
Ethical Issues Fadiman Chapters 5-9,
Week 7 11-13 & 15 Final Exam Due by June 30th by end of day
6/26-7/1 The Physical
Environment
Competency

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APPENDIX A

OHIO UNIVERSITY
SOCIAL WORK PROGRAM
MISSION STATEMENT AND PROGRAM GOALS

MISSION STATEMENT

Ohio University holds as its central purpose the intellectual and personal development of its students.
Distinguished by its rich history, diverse campus, international community, and beautiful Appalachian setting,
Ohio University is known as well for its outstanding faculty of accomplished teachers whose research and
creative activity advance knowledge across many disciplines.
.

DEPARTMENT MISSION STATEMENT

To prepare students for careers in human services and social work, emphasizing social, economic,
environmental, and racial justice and the core values of the social work profession. To increase the availability
of professional social workers and partnerships in rural or underserved areas through teaching, research and
service.

UNDERGRADUATE MISSION STATEMENT:

To prepare students to serve as competent, ethical, and effective generalist social workers with bachelor’s level
knowledge and skills to improve well-being for individuals, families, groups, organizations, and communities.

PROGRAM GOALS

 Students will demonstrate ethical and professional behavior.

 Students will engage in diversity and difference in practice.
 Students will advance human rights and social, economic, and environmental justice.
 Students will engage in Practice-informed research and research-informed practice.
 Students will engage with individuals, families, groups, organizations, and communities.
 Students will assess individuals, families, groups, organizations and communities.
 Students will evaluate practices with individuals, families, groups, organizations and communities.
 Students will engage in policy practice.

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APPENDIX B
OHIO UNIVERSITY SOCIAL WORK PROGRAM
COMPETENCIES (CSWE, 2015) AND OBSERVABLE BEHAVIORAL COMPONENTS
UNDGERGRADUATE AND FOUNDATION LEVELS

Competency #1: Demonstrate Ethical and Professional Behavior.

a. Make ethical decisions by applying the standards of the NASW Code of Ethics, relevant laws
and regulations, models for ethical decision-making, ethical conduct of research, and additional
codes of ethics as appropriate to context.
b. Use reflection and self-regulation to manage personal values and maintain professionalism in
practice situations.
c. Demonstrate professional demeanor in behavior; appearance; and oral, written, and electronic
communication.
d. Use technology ethically and appropriately to facilitate practice outcomes.
e. Use supervision and consultation to guide professional judgment and behavior.

Competency #2: Engage Diversity and Difference in Practice.

a. Apply and communicate understanding of the importance of diversity and difference in shaping
life experiences in practice at the micro, mezzo, and macro levels.
b. Present themselves as learners and engage clients and constituencies as experts of their own
experiences;
c. Apply self-awareness and self-regulation to manage the influence of personal biases and values
in working with diverse clients and constituencies.

Competency #3: Advance Human Rights and Social, Economic, and Environmental Justice.
b. Apply their understanding of social, economic, and environmental justice to advocate for human
rights at the individual and system levels.
c. Engage in practices that advance social, economic, and environmental justice.

Competency #4: Engage in Practice-informed Research and Research-informed Practice.

a. Use practice experiences and theory to inform scientific inquiry and research.
b. Apply critical thinking to engage in analysis of quantitative and qualitative research methods and
research findings.
c. Use and translate research evidence to inform and improve practice, policy, and service
delivery.

Competency #5: Engage in Policy Practice.

a. Identify social policy at the local, state, and federal level that impacts well-being, service
delivery, and access to social services.
b. Assess how social welfare and economic policies impact the delivery of and access to social
services.
c. Apply critical thinking to analyze, formulate, and advocate for policies that advance human
rights and social, economic, and environmental justice.

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Competency #6: Engage with Individuals, Families, Groups, Organizations, and Communities.
a. Apply knowledge of human behavior and the social environment, person-in-environment, and
other multidisciplinary theoretical frameworks to engage with clients and constituencies.
b. Use empathy, reflection, and interpersonal skills to effectively engage diverse clients and
constituencies.

Competency #7: Assess Individuals, Families, Groups, Organizations, and Communities.

a. Collect and organize data and apply critical thinking to interpret information from clients and
constituencies.
b. Apply knowledge of human behavior and the social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in the analysis of assessment data from clients
and constituencies.
c. Develop mutually agreed-on intervention goals and objectives based on the critical assessment
of strengths, needs, and challenges within clients and constituencies.
d. Select appropriate intervention strategies based on the assessment, research knowledge, and
values and preferences of the clients and constituencies.

Competency #8: Intervene with Individuals, Families, Groups, Organizations, and Communities.
a. Critically choose and implement interventions to achieve practice goals and enhance capacities
of clients and constituencies.
b. Apply knowledge of human behavior and the social environment, person-in-environment, and
other multidisciplinary theoretical frameworks in interventions with clients and constituencies.
c. Use inter-professional collaboration as appropriate to achieve beneficial practice outcomes.
d. Negotiate, mediate, and advocate with and on behalf of diverse clients and constituencies.
e. Facilitate effective transitions and endings that advanced mutually agreed-on goals.

Competency #9: Evaluate Practice with Individuals, Families, Groups, Organizations, and
Communities.
a. Select and use appropriate methods for evaluation of outcomes.
b. Apply knowledge of human behavior and the social environment, person-in environment,
and other multidisciplinary theoretical frameworks in the evaluation of outcomes.
c. Critically analyze, monitor, and evaluate intervention and program processes and outcomes.
d. Apply evaluation findings to improve practice effectiveness at the micro, mezzo, and macro
levels.

Reference:
Council on Social Work Education. (2015). CSWE educational policy and accreditation standards.
Retrieved from www.cswe.org/Accreditation/Standards-and-Policies/2015-EPAS.

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APPENDIX C

Assignment #1
SW 3701 – Infant/ Toddler Field Observation

Your assignment is to closely observe the infants/toddlers in the movie “Babies” OR utilizing a real-life
infant/toddler that you feel comfortable spending time with. You will take notes on your observation and
use your notes to write an objective account that describes the physical appearance of the infant/toddler,
and the activities of the infant or toddler, in the order they occurred, including interactions with anyone
interacting with the baby. Compare what you observed with what you have learned in this and other
courses about the development and activities of a child of this age and gender. Write a description of
what you observed, and then comment on the child’s developmental progress and any issues you
identify

1. Compare what you observed in this “real life” experience with what is described for “Families
with Young Children” in the Stages of the Family Life Cycle (Handout) if applicable.
2. Analyze the behavior of an infant according to the reflexes of infants; analyze the infant’s or
toddler’s behavior according to milestones in motor development, milestones in cognitive and
emotional development and/ or other features of infant and toddler development;
3. Assess how well the experience you observed (or have information about) fits with the concepts
in the handouts and the textbook and power points;
4. Discuss any cultural influences that you observe that impact the infant/toddler’s behavior and
how they interact with their environment and the people around them;
5. What did you learn or understand better as a result of this exercise, and how can you apply your
understanding as a social worker?

Your paper should be 1.5 – 2 pages answering the above questions. Paper is due by end of day 6/4/2023.

For the infant/toddler observation paper, you can watch the film "Babies" (2010) at the link below, or
observe an infant/toddler in your own social environment.  Please be clear in your paper whether you
watched the film or observed a child in-person.

https://digitalcampus.swankmp.net/ohiouniv307556/watch/F53EA345CFAB3658?referrer=lms'>Watch
Babies</a>

In case the above link does not work, try the links below:

Ohio University Libraries: Library Resource Access (login)

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Streaming Server

Grading Rubric:
There are 10 possible points for this assignment
This assignment counts towards 10% of the final grade.

Rubric
Comparison with text 4 pts

Thoroughness of paper 4 pts

Quality of writing 2 pts

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Assignment #2

SW 3701 – Instructions and Grading Rubric for Article Review

Students will select one of 4 articles found on Blackboard for this Assignment. Each of the articles is from a
scholarly journal used by social workers and other professionals to gain knowledge about specific populations
and intervention methods.

Content of Article Review – The paper is 3 ½ to 4 pages long. Briefly introduce the
topic and summarize the article. Discuss the significance of the article for
understanding human development and connect it to topics or concepts discussed in course
readings or in class. Discuss possible applications of the article to social work practice, and any
limitations there might be to its usefulness or applicability. You may give a brief example from
personal experience or observation* that demonstrates the usefulness of the concepts in the
article or that challenges their validity or usefulness, but do not give any information regarding
the identity of the persons you describe. (*Maintain the confidentiality of other persons whether
you know them personally or professionally. You may identify yourself as the person observed,
or discuss yourself in the third person.)

Format - This is a 3 ½ - 4 page, typed, stapled, double spaced paper with an additional cover page and a
“Reference(s)” section at the end. Number pages. Cite and include in Reference(s) the article you are
reviewing. You are not required to refer to other sources besides the article or chapter you are reviewing;
however, you may want to cite the Ashford text or an additional source you consulted. Use APA style to
give the proper citation once for your article or chapter when you first introduce it as the subject
of your paper. Afterwards, you do not need to cite it again, as long as it is clear that you are
continuing to discuss the same article, except when you directly quote from it, and then cite and
give the page number of the quotation.

Grading Rubric - Each Article Review is graded on the basis of a possible 10 points. The criteria are:
following the specific guidelines for the assignment, quality of writing (grammar, organization, etc.),
degree of understanding of main concepts in the article, and thoughtful reflection regarding relevance to
social work. The assignment counts towards 10% of the final grade. Paper is due by end of day
6/18/2023.

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Assignment #3

Environmental Assignment

Students will complete a writing assignment about an environmental topic and how this relates to a
developmental stage that we have discussed this semester. Examples might be the impact of pollution on
Ohio River and/or local communities, toxic algae blooms to rivers and the great lakes, mountain topping
in Appalachian communities or other public health concerns. You may also discuss air quality,
contaminated water, unsafe use of chemicals, climate change, fracking, or waste disposal.

After identifying and explaining the issue, discuss how this could impact a certain stage of life, such as,
early childhood, middle childhood, adolescence, late adulthood, or very late adulthood. Discuss what is
about this stage of life that creates a particular risk, such as young children ingesting lead paint that is
peeling from the wall of the family home. Your post should be between 550 and 600 words but most
importantly should cover all parts of the writing assignment.

Post your assignment on the discussion board by June 25th by 11:59pm. All late posts will lose points.

After all assignments are posted on Tuesday November 22, respond to at least two of your classmate’s
papers, with the following: What did you find most interesting about the writing and what relevance
does this have to social work? Your responses are due by June 25th by 11:59pm. All late responses will
lose points.

Rubric:
Environmental issue Impact on a Responses to
well defined developmental stage classmate’s writing

2 pts 2 pts. 1 pts.

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