Southern Utah University

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Southern Utah University
Southern Utah University
Fall Semester 2025

Human Behavior in the Social Environment (Face-to-Face)

SW 2100-01

Course: SW 2100-01
Credits: 3
Term: Fall Semester 2025
Department: FLHD
CRN: 31209

Course Description

This course examines human development in the social environment and how understanding development in this context relates to social work practice with individuals and families. (Fall) [Graded (Standard Letter)] Registration Restriction(s): None

Required Texts

Rogers, Anissa Taun. (2025). Human Behavior in the Social Environment: Perspectives on Development and the Life Course (7th ed.) Taylor & Francis.
ISBN: 9781032799643

Learning Outcomes

Upon completion of this course, students will be able to:
  1. Understand the role of human behavior theory in social work practice (Competency 7, practice behavior a)
  2. Analyze cases using classic sociological and psychological theories underlying common paradigms for helping interactions (Competency 7, practice behavior a)
  3. Recognize and appreciate how race, ethnicity, culture, skin color, nationality, immigrant status, legal status, language, political ideology, tribal sovereign status, class, caste, public benefits status, religion, spirituality, age, generational status, disability, neurodiversity, marital status, sex, sexual orientation, gender, gender identity, gender expression, and participation in Internet culture affect behavior, development, and the life course (Competency 3, practice behavior a)
  4. Recognize their own positionality and that of their clients in terms of multiple privileged and minoritized identities, including that of being a professional social worker (Competency 3, practice behavior b)
  5. Practice mindfulness of their own biases, judgments, and assumptions while assessing a case and recognize when the goals a client system may have for themselves differ from goals that a helping professional or system may have for them (Competency 7, practice behavior b)
  6. Write for practice and communicate professionally both orally and in writing, and maintain professional deportment online and/or in person according to the course modality (Competency 1, practice behavior b)

Course Requirements

  1. Please turn your Canvas Announcement notifications ON, as I use Canvas Announcements to communicate with students about important information.
  2. Emotional Safety - Due to the emotionally and psychologically vulnerable content that will be discussed throughout this course, it is essential that everyone contributes to an environment of emotional safety. In the event of a student participating in emotionally unsafe comments/behavior, the instructor will provide feedback which will serve as a warning. At that time, the student will be invited to converse with the instructor about what made their comments/behavior emotionally unsafe. If the behavior is repeated, students will be referred to campus services. If you find you are emotionally overwhelmed by content in this or any other course, the University Counseling and Psychological Services Center (CAPS) is a resource available to you. The phone number for CAPS is: (435) 865-8621.
  3. As a student in this course, you are responsible for the content presented and for your own learning. If you need help, please ask. If you have questions about the material that you are interested in or curious about that is not addressed in the course, please ask. If you do not understand a concept being taught/discussed, please ask. I am a resource to you; however, if you do not communicate that you need help, then I CANNOT HELP YOU.
  4. All documentation must be done in APA, 7th edition format. When required to use outside sources, students are expected to use credible sources.
    1. Purdue OWL and Scribbr are excellent resources for APA citation and formatting guidelines.
  5. Grammar and following instructions matters! Your grade will be affected by these things. Please pay attention to page requirements - both minimums and limitations. I will stop reading after the maximum page requirement if you go over. You will not receive full credit if you do not meet the minimums.
    1.  Papers are graded on creative thought and personal insights, integration of course concepts and principles, and clarity of writing and thought. Please feel free to show me your paper or talk to me about it at any time. 
  6. Since writing, self-reflection, and critical thinking skills are part of the learning outcomes of this course, I expect that all work students submit for this course will be their own. Additionally, students are not allowed to use any generative artificial intelligence tools (e.g. ChatGPT or Dall-E 2) at any stages of the work process, including preliminary ones. AI-generated submissions are not permitted and will be considered as plagiarism. If it is discovered that you are using AI to generate work that you turn in as your own, SUU Policy 6.33 for Academic Integrity will be followed.

Course Outline

Case Study Attendance and Participation (5 points per day, ~195 points total)
As this is a face-to-face course, attendance and participation is essential to completion of this course. Each week we will have in-class discussions and activities utilizing the interactive case studies that are provided on the companion website for the textbook. You will work in small groups to help facilitate active discussions, but you will receive individual credit based on your attendance and participation in these activities. You are encouraged to choose one case for focus each week with your group, as there are six cases to choose from you will naturally revisit most of them. As there will inevitably be classes when we do not do these activities, the final credit amount will be determined closer to the end of the term. Students are allowed five free absences without penalty, and will still receive credit for those days. When an emergency, illness or other events arise, you do not need to let me know when you want to use one of your free days, just know I will automatically apply your free days. In order to avoid penalty beyond the five days, you will need accommodations from the DRC.  Please reach out to them if you experience something that would lead to missing more than 5 days.

I recommend you bookmark the textbook companion website. The link for the interactive cases can be found here: https://www.routledgesw.com/interactive-cases/

Development Concepts Quizzes (50 points total, 10 points each)
There will be four short quizzes on the textbook reading material covering the human development chapters (6-12). These quizzes are intended to emphasize the important knowledge of some of the basics of physical development across the lifespan. Quizzes are open-book, are open for fifteen minutes once started, and you are allotted two tries with the higher score being saved.

Cultural Experience (50 points)
At any point in the semester, attend a cultural event in the community and write a 2-3 page reflection paper describing this event and your reactions to what you experienced. You should select a culture to experience that is different from your own. Can be turned in at any time, but must be submitted before the end of Week 13.

Critical Theory Analysis Midterm (100 points)
For this assignment, you are asked to choose 2 theories of human behavior and write a 3-5 page paper (not including works cited page) that critically analyzes them. Additionally, identify when they might be appropriately used in social work practice. This assignment will help students critically reflect upon the various theories of human behavior presented in this course.

Environmental Justice Presentation (200 points)
The purpose of this assignment is to help you develop a deeper understanding of the concept of environmental justice and its relationship to social justice by applying terms and concepts from your textbook to a current social problem. Your presentation should address the following areas, and should be no longer than ten minutes:
  1. With your group, identify a current environmental crisis that is affecting a community (example: Flint, Michigan water crisis or pollution/air quality in theSalt Lake City valley) and approve the topic with your professor.
  2. Describe the environmental crisis and how it is affecting the life-cycle development of the community (refer to Ch. 6 and Ch. 13 topics such as Environmental Toxins)
  3. Provide a definition of Socioeconomic status and describe how low vs high differs for the people most affected by this crisis.
  4. Define Social Justice and Environmental Justice and describe how each of these justice issues is or is not a factor in this community crisis.
  5. Describe the roles a social worker could play in addressing this crisis at a micro, mezzo and macro level.

Final Life Reflection Paper (300 points total)
This assignment demonstrates your ability to synthesize psychological theories with an in-depth analysis of your own behavior from social work’s person-in-environment approach. The purpose of this paper is to allow you to demonstrate ability to apply theories from class to your own life and show in-depth understanding of origins of your own behaviors and beliefs including analysis of what has influenced your thoughts, beliefs and behaviors during your life. You can write this paper either by age (birth-3, 4-6, etc) or by theorist (Piaget, Erickson, etc).
 
Think of this paper as the story of you, starring the micro/mezzo/macro factors in your life as contributors to your actions and behaviors.  Another way to look at this is your story is told from the bio-psycho-social & spiritual perspectives.  Use all of these to explain who you are and how you behave.
 
Part I: Descriptive.  You will also include a detailed 3 or more generation (if this is not possible, do as many as you are able and provide explanation)  genogram AND an ecomap of your immediate family in its current situation.  Include notes about relevant family issues, especially if there are patterns (addiction, mental health concerns, health problems, relationship patterns, etc).  Use these as tools to better understand and analyze your family from a System’s and Ecological perspective.  Look at your role in the family, how your family influenced your current functioning and how you impact your family. Describe yourself from birth to now by describing how your physical and social development fit (or did not fit) with developmental milestones discussed in class and assigned readings. You will need multiple examples to adequately show your development in both physical and social areas. Be sure to use many stories to ILLUSTRATE your text.  Make this story come to life with examples of YOU. 
Part II: The second part of the paper is theory oriented. Analyze how each stage of Erickson, Piaget and Fowler apply to your development from birth to now. Be sure to use many stories to ILLUSTRATE your text and to cover all stages of each theory that apply to you.  Make this story come to life with examples of YOU.
Part III: The third part of the paper is a subjective exploration of who and what has influenced your past behavior, current behavior and future behavior.  Use the ecological model to help you explore your identity and what has influenced all aspects of your identity.  This section should also have stories as examples and should be both solidly connected to class concepts and exploratory of who you are as a human being. Include major influences on your life such as role models and events.
 
The information you provide about yourself is entirely confidential. Evaluation of your paper will be based on:
●  The "completeness" of your paper
●  Your apparent understanding of the theories of human development
●  The extent to which your paper reflects the themes and concepts studied in this course
●  Your critical analysis of your development as a human being
●  The quality of your writing organization and mechanics.

Extra Credit - Complete Your Course Evaluation (25 points)
This is a huge make-up credit opportunity for you.  It could replace at least 2 discussions, reading quizzes or guest speaker papers.  Feedback on the course helps me become a better instructor.  Please complete the course evaluation during the period specified on Canvas and upload evidence (a screen shot) of its completion (not the actual evaluation).

Instructor's policies on late assignments and/or makeup work

Late Policy:
  1. Late assignments (reading quizzes, discussions) will be accepted at a 10% penalty per day after the due date, including weekends (the late policy does not apply to the midterm or final.)  You do not need to ask permission to turn in something late, just turn it in and anticipate the late policy to apply.  
  2. Late midterms, finals and presentations will not be accepted without DRC Accommodations.
  3. All late work is due on the last day of instruction as indicated by the University Academic Calendar. 
  4. If you’re experiencing a physical and/or emotional health challenge and feel an exception not covered above should be provided to you, please follow these steps: a) Reach out to the DRC first and ask for accommodations as this is the best way to ensure an equitable treatment for all, b) please then contact me via email so I can best support you c) If you are not in crisis, but want to discuss late work or any other issues, please reach out.
  5. All assignments are due by 11:59 pm on the due date unless otherwise noted, and should be submitted via Canvas. Please always check the time that assignment is due. In some cases, there will be an assignment due at 5pm for a specific reason. I will not accept "I thought it was due at midnight" as an excuse.

Attendance Policy

Please see the attendance and participation assignment in the course outline.

ADA Statement

Students with medical, psychological, learning, or other disabilities desiring academic adjustments, accommodations, or auxiliary aids will need to contact the Disability Resource Center, located in Room 206F of the Sharwan Smith Center or by phone at (435) 865-8042. The Disability Resource Center determines eligibility for and authorizes the provision of services.

If your instructor requires attendance, you may need to seek an ADA accommodation to request an exception to this attendance policy. Please contact the Disability Resource Center to determine what, if any, ADA accommodations are reasonable and appropriate.

Academic Credit

According to the federal definition of a Carnegie credit hour: A credit hour of work is the equivalent of approximately 60 minutes of class time or independent study work. A minimum of 45 hours of work by each student is required for each unit of credit. Credit is earned only when course requirements are met. One (1) credit hour is equivalent to 15 contact hours of lecture, discussion, testing, evaluation, or seminar, as well as 30 hours of student homework. An equivalent amount of work is expected for laboratory work, internships, practica, studio, and other academic work leading to the awarding of credit hours. Credit granted for individual courses, labs, or studio classes ranges from 0.5 to 15 credit hours per semester.

Academic Freedom

SUU is operated for the common good of the greater community it serves. The common good depends upon the free search for truth and its free exposition. Academic Freedom is the right of faculty to study, discuss, investigate, teach, and publish. Academic Freedom is essential to these purposes and applies to both teaching and research.

Academic Freedom in the realm of teaching is fundamental for the protection of the rights of the faculty member and of you, the student, with respect to the free pursuit of learning and discovery. Faculty members possess the right to full freedom in the classroom in discussing their subjects. They may present any controversial material relevant to their courses and their intended learning outcomes, but they shall take care not to introduce into their teaching controversial materials which have no relation to the subject being taught or the intended learning outcomes for the course.

As such, students enrolled in any course at SUU may encounter topics, perspectives, and ideas that are unfamiliar or controversial, with the educational intent of providing a meaningful learning environment that fosters your growth and development. These parameters related to Academic Freedom are included in SUU Policy 6.6.

Academic Misconduct

Scholastic honesty is expected of all students. Dishonesty will not be tolerated and will be prosecuted to the fullest extent (see SUU Policy 6.33). You are expected to have read and understood the current SUU student conduct code (SUU Policy 11.2) regarding student responsibilities and rights, the intellectual property policy (SUU Policy 5.52), information about procedures, and what constitutes acceptable behavior.

Please Note: The use of websites or services that sell essays is a violation of these policies; likewise, the use of websites or services that provide answers to assignments, quizzes, or tests is also a violation of these policies. Regarding the use of Generative Artificial Intelligence (AI), you should check with your individual course instructor.

Emergency Management Statement

In case of an emergency, the University's Emergency Notification System (ENS) will be activated. Students are encouraged to maintain updated contact information using the link on the homepage of the mySUU portal. In addition, students are encouraged to familiarize themselves with the Emergency Response Protocols posted in each classroom. Detailed information about the University's emergency management plan can be found at https://www.suu.edu/emergency.

HEOA Compliance Statement

For a full set of Higher Education Opportunity Act (HEOA) compliance statements, please visit https://www.suu.edu/heoa. The sharing of copyrighted material through peer-to-peer (P2P) file sharing, except as provided under U.S. copyright law, is prohibited by law; additional information can be found at https://my.suu.edu/help/article/1096/heoa-compliance-plan.

You are also expected to comply with policies regarding intellectual property (SUU Policy 5.52) and copyright (SUU Policy 5.54).

Mandatory Reporting

University policy (SUU Policy 5.60) requires instructors to report disclosures received from students that indicate they have been subjected to sexual misconduct/harassment. The University defines sexual harassment consistent with Federal Regulations (34 C.F.R. Part 106, Subpart D) to include quid pro quo, hostile environment harassment, sexual assault, dating violence, domestic violence, and stalking. When students communicate this information to an instructor in-person, by email, or within writing assignments, the instructor will report that to the Title IX Coordinator to ensure students receive support from the Title IX Office. A reporting form is available at https://cm.maxient.com/reportingform.php?SouthernUtahUniv

Non-Discrimination Statement

SUU is committed to fostering an inclusive community of lifelong learners and believes our university's encompassing of different views, beliefs, and identities makes us stronger, more innovative, and better prepared for the global society.

SUU does not discriminate on the basis of race, religion, color, national origin, citizenship, sex (including sex discrimination and sexual harassment), sexual orientation, gender identity, age, ancestry, disability status, pregnancy, pregnancy-related conditions, genetic information, military status, veteran status, or other bases protected by applicable law in employment, treatment, admission, access to educational programs and activities, or other University benefits or services.

SUU strives to cultivate a campus environment that encourages freedom of expression from diverse viewpoints. We encourage all to dialogue within a spirit of respect, civility, and decency.

For additional information on non-discrimination, please see SUU Policy 5.27 and/or visit https://www.suu.edu/nondiscrimination.

Pregnancy

Students who are or become pregnant during this course may receive reasonable modifications to facilitate continued access and participation in the course. Pregnancy and related conditions are broadly defined to include pregnancy, childbirth, termination of pregnancy, lactation, related medical conditions, and recovery. To obtain reasonable modifications, please make a request to title9@suu.edu. To learn more visit: https://www.suu.edu/titleix/pregnancy.html.

Disclaimer Statement

Information contained in this syllabus, other than the grading, late assignments, makeup work, and attendance policies, may be subject to change with advance notice, as deemed appropriate by the instructor.