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University of Texas at Arlington School of Social Work Course Syllabus
SOCW 6392-001 Special Topic (aka SOCW 6308) Brain and Behavior Instructor: Alexa Smith-Osborne, M.S.W., Ph.D., L.C.S.W., A.C.S.W. Office Number: Social Work Complex, Bldg. A., Rm. 301E Office Telephone Number: 817-272-0452 Email Address: alexaso@uta.edu Course WebCT: http://webct.uta.edu/SCRIPT/socw6392001fa09/scripts/serve_home Faculty weblog: http://blog.uta.edu/~alexaso Office Hours: T/Th. 11:00-1:00 p.m. Time and Place of Class Meetings: Th. 2:00-4:50 p.m., Social Work Complex, Bldg. A., Rm. 218 CSWE, EPAS Content Policy: Human Behavior and the Social Environment Social work education programs provide content on the reciprocal relationships between human behavior and social environments. Content includes empirically based theories and knowledge that focus on the interactions between and among individuals, groups, societies, and economic systems. It includes theories and knowledge of biological, sociological, cultural, psychological, and spiritual development across the life span; the range of social systems in which people live (individual, family, group, organizational, and community); and the ways social systems promote or deter people in maintaining or achieving health and well-being. I. Description of Course Content: This course is a second-year elective in the HBSE sequence. The focus of this course is on introducing current advances in knowledge of the neurobiological underpinnings of human behavior and development, and the relevance to social work practice with individuals, families, groups, programs/organizations, and communities. The implications of neurobiological and environmental (including public health issues and health disparities) influences will be examined in terms of social justice, social work values, knowledge, and skills, as well as in terms of the structural and systematic arrangement and delivery of social welfare services at the micro, mezzo, and II. Student Learning Objectives/Outcomes: Upon completion of this course, the participant will be able to:

P. Critique and propose modifications to an intervention plan. A. Inc. Recommended. policy. 3. L. delivery system. Writing with style: APA style for social work. C. C. (2004). D. E. New York: Oxford University Press. (2004).). CA.T. or program which does not utilize appropriate.: HarperPerennial.C. L. Szuchman.. C. Neuropsychological assessment (3rd. L. D. such as models of assessment. and some participation exercises will be given using clickers. M. Synthesize current knowledge on the parts of the human central nervous system and know their functions. so that they can analyze the biological aspects of a practice problem. Required Textbooks and Other Course Materials: A. and so to inform their practice behaviors and understanding of target behavior/social problems. (2004).. Ginsberg. Recommended. Oakville. so as to be able to read and interpret relevant new scientific information (such as that in news publications and in communications from primary care practitioners and specialists).: Sinauer Associates. H. . M. Distinguish among sources of knowledge to synthesize and apply appropriate neuroscientific information needed to make an intervention plan.J.). design a program/delivery system. D. B.: Brooks/Cole. Human biology for social workers. MA: Deerfield Valley Publishing. A. Recommended. Greenfield. Nackerud. L. B. thinking. MA. up-to-date neuroscientific information as its foundation. The human brain coloring book. III. Johnson.R.. Required materials: One clicker (CPS GEN 2 RF HE Response Pad).). Publication manual of the American Psychological Association (6th ed.B. Psyche. test reviews. Basic human genetics. Tests. Diamond. and consider it in making practice decisions. 2. F. 4. or develop a policy for at least two target populations. E.. and addiction for non-scientists (2nd Ed. (1999). (1985). Belmont. American Psychological Association (2010).: American Psychological Association. Inc. (1995). Washington. synapse. Lezak. & Elson. & Thomlison. & Larrison. CA. G.M.C. Enhance critical thinking about the interface between human biology/neuroscience and social work practice at the micro and macro levels. & Mange.2 1. Mange. available at the University Bookstore. Scheibel. Recommended.ed. Sunderland. and substance: the role of neurobiology in emotions. Boston: Pearson Education. behavior.

Descriptions of major assignments and examinations with due dates: Major Writing Assignments.g. Two major writing assignments will be given during the semester: I. dementia. traumatic brain injury. adolescence). stress and trauma. Paper 2 is due at the beginning of Class 14 (12/4/09). infancy.. Classes 8 (10/15/09) and 11 (11/5/09) are online sessions.). cognition. VI. Examples of topics include: 1) Neurobiological effects and underpinnings of child maltreatment of children in a specific life stage (e. and social policy.. etc. infancy. Class 5 (9/24/09) is an online session. They will be available on e-reserve or regular reserve.. The behavioral geography of the brain: Executive functions of the brain and implications for human behavior. Test 2 review in Class 12 (11/12/09). IV. Classes 6-12 Advances in knowledge on neurological functions affecting human behavior across the life span and application to social work in various practice settings. neonatal. or posted to the course’s WebCT site. 4) Implications of changes with aging in the central . 2) Neurobiological underpinnings for mental health intervention models. and substance abuse and addiction. Test 1 is given in Class 4 (9/17/09). PTSD. Paper 1 is due at the beginning of Class 6 (10/1/09). learning disability. with implications for later development and intervention. The first will be an opportunity to apply up-to-date knowledge of neurobiology in interaction with environmental influences to a specific issue within a specific life stage/trajectory of your choice (objectives 1. of psychotropic medications and other sources of neurological changes which affect human behavior. Class 1 Introduction: What relevance does the study of advances in biology and neuroscience knowledge across the lifespan have for social workers? Ungraded knowledge pretest.g. Test 2 is given in Class 13 (11/19/09). Classes 13-14 Implications of advances in neuroscience and integration with evidence-based theories of human behavior for service delivery. Test 1 review in Class 3 (9/10/09). toddlerhood). Classes 2-5 Review of current knowledge about the brain and associations with dimensions of human behavior. as listed in this syllabus bibliography. Special emphasis will be given to particular social problems and domains such as human development. Course Outline/Topics and Readings.g. Methods for accessing and evaluating up-to-date neurobehavioral knowledge as a social work practitioner. school-age.3 Additional recommended readings will be assigned from professional journal sources and book chapters. program design. including combinations of medication and psychosocial treatments. aggression and violence. genetics. for specific type of problem (e. as illustrations. 3) Implications of the nature of early development of the central nervous system for child-rearing practices (e. with discussion. 2). 5-10 pages (APA style) with references.

Examples of topics would include: 1) Programs to address the needs of incarcerated persons with mental illness. 5) Intervention plan for veterans with traumatic brain injury and their families. 5) Neurobiological underpinnings for recovery models in substance abuse.60% 59% and below Points 100 .60 59 . or develop a policy for at least two target populations (e. delivery system. 4) Program/policy/health care reform for persons with early stage Alzheimer’s. 2) The public mental health delivery system in a particular state. VII.80 79 .g.90% 89% -80% 79% -70% 69% . 3) Program models for children and adolescents in the juvenile justice system. Examinations. up-to-date neuroscientific information as its foundation (objectives 3. They will be made up of a variety of objective questions from reading assignments and lectures/exercises (objectives 1-4). prisoners and persons with mental illness) OR to carry out a critique and propose modifications to an existing intervention plan.0 100% 100 Points . The following scale will be used for calculating an overall course grade: Grade A B C D F Percentage 100% . design a program/delivery system. II. policy.4 nervous system for social support systems and living environments for the elderly. 10-15 pages (APA style) with references.4). A sample paper is posted in WebCt.90 89 . or program (described in the social work literature) which does not currently utilize appropriate. Grading Policy: The following list of course requirements and percentages will be utilized: Class Participation/Attendance 10% 10 Points Examination I 20% 20 Points Paper I 15% 15 Points Examination II 25% 25 points Paper II 30% 30 Points Total Course Grading Scale. II.70 69 .. Two Examinations will be given during the semester. The second will be an opportunity to select appropriate neuroscientific information needed to make an intervention plan.

etc. Academic Integrity: It is the philosophy of The University of Texas at Arlington that academic dishonesty is a completely unacceptable mode of conduct and will not be tolerated in any form. Drop Policy: Please refer to university drop policy. X.uta. any act designed to give unfair . XI. a question to pose. Discipline may include suspension or expulsion from the University. Attendance Policy: Attendance and participation are considered crucial aspects of learning course material.The Rehabilitation Act of 1973 as amended. Participation in class should reflect an understanding of. the integration of such with personal and professional experiences. I am required by law to provide "reasonable accommodations" to students with disabilities. you may visit the Office for Students with Disabilities in room 102 of University Hall or call them at (817) 2723364. being prepared to give and accept feedback. demonstrating the ability to speak up when you have a point to make. Student responsibility primarily rests with informing faculty of their need for accommodation and in providing authorized documentation through designated administrative channels.5 VIII. the submission for credit of any work or materials that are attributable in whole or in part to another person. With the passage of federal legislation entitled Americans with Disabilities Act (ADA). even if they do not represent your own. Your grade in this area will be a response to punctuality. collusion.edu/disability. Information regarding specific diagnostic criteria and policies for obtaining academic accommodations can be found at www. taking an examination for another person. All persons involved in academic dishonesty will be disciplined in accordance with University regulations and procedures. IX. and the desire to broaden one’s professional knowledge base. or questions about. Also. respecting and encouraging the opinions of peers. demonstrating the ability to read carefully and think critically. Please become familiar with the NASW Code of Ethics. pagers. Americans with Disabilities Act: The University of Texas at Arlington is on record as being committed to both the spirit and letter of federal equal opportunity legislation. plagiarism. pursuant to section 504 of the Rehabilitation Act.. before class begins. assigned reading.turn off laptops and ringers on cell phones. or an alternative perspective to present. As a faculty member. and being prepared to work with colleagues. Please respect the instructor and your colleagues . It establishes the foundation for respect of each other and the evolving perspectives we might share throughout the semester. Students missing two (2) or more classes will receive a one letter grade drop in their final grade for the semester. so as not to discriminate on the basis of that disability. Missing more than three (3) classes will cause the student to fail this course. there is renewed focus on providing this population with the same opportunities enjoyed by all citizens. reference Public Law 92-112 . "Scholastic dishonesty includes but is not limited to cheating.

The purpose of this week is to allow students sufficient time to prepare for final examinations. except makeup tests and laboratory examinations. dillard@uta. or socially should contact the Office of Student Success Programs at 817-272-6107 for more information and appropriate referrals. Students requiring assistance academically. and it remains active as long as a student is enrolled at UT-Arlington.6 advantage to a student or the attempt to commit such acts. These programs include learning assistance. financial aid." (Regents’ Rules and Regulations. There is no additional charge to students for using this account. Students are responsible for checking their email regularly. Through the use of email. Section 2. Late assignments will be accepted up to five (5) days after the scheduled due date. All assignments must be turned in on the scheduled due date. 817-272-7518. admission and transition. advising and mentoring. Make-up Exam/Late Papers/Assignments Policy: Make-up exams must be scheduled and taken prior to the class following the regularly scheduled exam. Late assignments will be assigned a five (5) point penalty for each day late. In addition.2) XII. XVI. Final Review Week: A period of five class days prior to the first day of final examinations in the long sessions shall be designated as Final Review Week. XIII. at the beginning of class. In particular. Student Support Services Available: The University of Texas at Arlington supports a variety of student success programs to help you connect with the University and achieve academic success. and no instructor shall assign any themes. designed to facilitate student success. During this week. UT-Arlington is able to provide students with relevant and timely information. and federally funded programs. Series 50101. Librarian to Contact: John Dillard. there shall be no scheduled activities such as required field trips or performances. no instructor shall give any portion of the final examination during Final Review Week. developmental education. important information concerning registration. payment of bills. . XIV. During Final Review Week. personally. research problems or exercises of similar scope that have a completion date during or following this week unless specified in the class syllabi.edu/email.edu XV. E-Culture Policy: The University of Texas at Arlington has adopted the University email address as an official means of communication with students. New students (first semester at UTA) are able to activate their email account 24 hours after registering for courses. and graduation may be sent to students through email. an instructor shall not give any examinations constituting 10% or more of the final grade. Classes are held as scheduled during this week and lectures and presentations may be given. The final paper cannot be accepted late. or an alternative assignment will be given.uta. All students are assigned an email account and information about activating and using it is available at www.

Cohen. (1989). Vol. 576-599. 211-219). (1983). . Washington. (2004). & Larrison. (2004). Grade Grievance Policy: : Please refer to catalog XVIII. Gunnar. R. D. E. (1988). Cornelius. Human biology for social workers. Ginsberg. Haroutunian. Bibliography. Having limited choices for medical care: does it lead to delays in seeking care for minority populations? In C. L. 661665. Bipolar disorders. & Bentley. Inc. Social Service Review. 13-31. They will be updated each semester.: CSWE. Good intentions are not enough. R. R. Clinical Evidence Mental Health. L. S.. All posted items on the WebCt site for this course are part of the course materials. (2000). Geddes. D. Systems and development: the Minnesota symposia on child psychology.: Lawrence Erlbaum Associates. L. J. and so are not included on this core bibliography. 22.7 XVII. MD. Bentley (Ed. 11. Equilibrium in the balance: A study of psychological explanation.). Farmer. (1989). Nackerud.: Johns Hopkins University Press.). Cohen.. tasks and techniques (pp. Social work and psychotropic drug treatments.. Baltimore. Council on Social Work Education (2008).. Social workers as medication facilitators. & Thelen. D. Inc. K.. CA. ). New York: Springer-Verlag. Social Service Review. these are the result of a systematic review for social work-relevant neuroscience meta-analyses and systematic reviews published in peer-reviewed journals in the last 10 years.C. Minority health in America (p. 62(4). M. NJ. C.. Pacific Grove. J. Hogue (Ed. (Eds. (2001). Handbook of Accreditation Standards and Procedures.J. In K. Hilsdale. Boston: Pearson Education. Social work practice in mental health: contemporary roles.: Brooks/Cole. 63(4).).

H. Disruptive children: biological factors in attention deficit and antisocial disorders. Journal of Social Work Education. C. thinking. H. ). Lemert.J. S. . (1989). P. Social Service Review. M. G. Resisting the evil empire: comments on "Social work practice and psychotropic drug treatment'. Johnson. M. C..8 Holmes. Solving the insurance/genetic fair/unfair discrimination dilemma in light of the human genome project. ed. Lezak. Johnson.). New York: Oxford University Press. J. MA. Johnson. synapse. In F. Atkins. 13(4). Sunderland.. H. M.. S.. 137-144. H. (2009). C. Parish. MA. Neuropsychological assessment (3rd. 26(2). F.). Greenfield. (2004). Strengthening the "bio" in the biopsychosocial paradigm. & Mange. Social theory: The multicultural and classic readings (3rd ed. 63(4). Journal of Marital and Family Therapy. (1989a). M.. Social Work. Charles.). (1990). Battle.). C.: Deerfield Valley Publishing. CO.: Westview Press. Turner (Ed.. Boulder.: Sinauer Associates. C. 503-664. Adult Psychopathology (p. Kentucky Law Journal. behavior. (1996). Inc. H. Johnson. L. 657-660. Mange. E. H.).. The biological bases of psychopathology. Biologically based deficit in the identified patient: indications for psychoeducational strategies. Hernandez-Arata. 85(3). Violence and biology: a review of the literature. P. (1996/1997). E. Hesselbrock. (2001). Johnson. (1987). 109-123. 337348. and substance: the role of neurobiology in emotions. Families in Society. Johnson. (1995).. Basic human genetics (3rd. D. New York: Free Press. Libassi. ed. (1984). Psyche. A. C. 3-18. M. and addiction for non-scientists (2nd Ed. C. Johnson. (January). 34. H.

Vaillant. . & Holter. C. (1989). Thelen. E. L. Saleebey. (1985). Contemporary human behavior theory: A critical perspective for social work.). 578-592. E. G.: The MIT Press. L. Cambridge. 465476. Thelen. Boston: Allyn and Bacon. 112-118. M. Saleebey. T. 37(2). Robbins. DiNitto . (1987). Developmental catch-up and deficit following adoption after severe early global privation.E. (1977). D. S. Rutter. The biological bases of human behavior. MA. Brown. M. (1992). Spence.. & Tivoli. (1998). 59. & Straussner. G. S. (Eds.E. The man who mistook his wife for a hat. Adaptation to life. MA: Harvard University Press. Boston: Little. Chatterjee. Social Work. Vaillant. R.. Neurobiology of addictions: implications for clinical practice. is the body politic? Social Service Review. E. Social workers' knowledge and utilization of genetic services. 134-179. T. L. P. 76. Pearson. (1993).. Boston. (2006). Pope. Rauch. MA.R. A dynamic systems approach to the development of cognition and action. New York: The Haworth Press. D. 32.. J.. Oyama. The ontogeny of information: developmental systems and evolution. Journal of Child Psychology and Psychiatry. B. C.9 Mowbray.. (1998). O. Inc. G. Cahiers de Psychologie CognitiveCurrent Psychology of Cognition. Mental health and mental illness: out of the closet? Social Service Review. (1994). 195-198. (2000). Cambridge. Social Work. We think. New York: Touchstone. Sacks. therefore we move. Canda.P. B. (2002). D. Biology's challenge to social work: embodying the person-inenvironment perspective. 7(2). C. The wisdom of the ego. (1985). England: Cambridge University Press. S.. M. Cambridge. 55-56.. In clinical social work practice. & Smith. (2001). 39(4).

(1995). Vaillant. Cambridge. Zimmerman.E.E. 63. (2008). H. G. science. Spiritual evolution. . (1986). G. The philosophical context of a health model of social work. (1989). Aging well. Social Service Review. 551-559. J. New York: Broadway Books. 67. A. Determinism. Vaillant. MA: Harvard University Press.E. 52-62. (2002). New York: Time Warner.10 Vaillant. Weick. and social work. G. Social Casework. The natural history of alcoholism revisited.