3510

HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT)
Social Work 3510 (3 credits)
COURSE DESCRIPTION
The ecological systems perspective is presented. Students are introduced to knowledge and
theories of human development across the life span. Human behavior is studied within the
context of social systems in which people live, including families, peer groups, organizations
and communities. Emphasis is placed upon how social systems promote and deter human
development and the influence of diversity on human development
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COURSE COMPETENCIES AND PRACTICE BEHAVIORS
2.1.4 Engage diversity and difference in practice

Practice Behaviors:
Gain sufficient self-awareness to eliminate the influence of personal bias and values in working with
diverse groups; recognize and communicate the importance of difference in shaping life experiences
2.1.6 Engage in research- informed practice and practice informed research

Practice Behaviors:
Use research evidence to inform practice; Use practice to inform scientific inquiry
7.
Apply Knowledge of human Behavior and the social environment

Practice Behaviors:
Utilize conceptual frameworks to guide the process of assessment, intervention and evaluation; Critique
and apply knowledge to understand person and environment
TEXTS AND REQUIRED MATERIAL

Ashford, J. B., LeCroy, C. W., & Lortie, K.L. (2013). Human behavior in the social environment: A
multidimensional perspective (5th ed.). Belmont CA: Wadsworth/Thomson Learning.
!Additional Readings
1
Students are encouraged to study selectively in areas related to relevant class topics. The bibliography of
reading that accompanies this syllabus is intended to serve as a guide.
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INTRODUCTION
This course is structurally comprised of an organizing framework, the ecological/social
system perspective. Students are introduced to concepts of person-in-environment
transactions. Human diversity is stressed throughout material on life span development.
PERFORMANCE CRITERIA
Student Achievement of Learning Outcomes
Through written assignments, quizzes, presentations, research, a final exam and class
participation, students will be expected to achieve the learning outcomes identified above.
Students are expected to develop their competence in oral and written communication.
Papers which do not adhere to college-level standards for scholarly writing will be downgraded. Students are also expected to work to master the recommended style of the
American Psychological Association (APA) as delineated in the most recent edition of the
APAs publication manual (4th), including orderly presentation of ideas, grammar,
punctuation, spelling, capitalization, reducing bias in language, abbreviations, headings,
subheadings, quotations, and referencing (in-text as well as bibliographic). Students
cognizant of the need for ongoing development of their writing skills are strongly urged to
make use of the University Writing Center.
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GRADING AND ASSIGNMENTS
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Points
Assignment
Adolescent Paper
Oral Research Report
Quizzes
Ethnographic study
family of origin
Final Exam
Total
of
one's
100
30
70
100
Course Competency
4, 7,
4, 6,
4, 7,
100
400
BENCHMARK ASSIGNMENT
Adolescent paper: students address significant personal life events during adolescence and integrate three
theories.
GRADING POLICY
`Students may pass the course with a grade of D but must maintain a C average during the junior
and senior year. (See Undergraduate Bulletin, Wayne State University
http://www.bulletins.wayne.edu/ubk-output/index.html)
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ORGANIZATION OF THE COURSE
The purpose of this course is to introduce the social work student to knowledge of
human development as a base for social work practice. Human problems are viewed within
their environmental context. Individuals, families, groups, organizations and communities
are in constant transaction with each other in the physical and social environmental context.
Thus, people and environments reciprocally affect one another, and adequate assessments
of human problems and plans of intervention must consider the reciprocal impact of people
and a range of environmental systems.
Life span development from conception to very old age is examined. The course
focuses on theories and knowledge related to biological, sociological, psychological,
spiritual and cultural processes and development across the life span. It addresses the
environmental conditions that support or inhibit individual and family growth; and variations
arising form ethnicity, class, cohort, gender, race, sexual orientation, religion, and other
differences. Particular attention is given to factors that contribute to persons being at risk
and the issues and concerns of multi-cultural, urban populations.
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ROLE OF STUDENT AND INSTRUCTOR
See university statement of obligation of students and faculty members of the teaching-learning process:
http://www.bulletins.wayne.edu/fib/fibd.html
POLICIES FOR THIS COURSE

I. PLAGIARISM/ACADEMIC HONESTY:
Plagiarism is using another persons words or ideas without giving credit to the other person. When you
use someone elses words, you must put quotation marks around them and give the writer or speaker credit
by revealing the source in a citation. Even if you revise or paraphrase the words of someone else or just use
their ideas, you still must give the author credit in a note. http://www.otl.wayne.edu/pdf/
2006_july_aibrochure.
(William Harris, Anti-Plagiarism Strategies for Research Papers, http://virtualsalt.com/antiplag.htm,
March 7, 2002)
1. You must cite sources from the Internet or any other form of electronic media used in your
work. Any paper suspected of plagiarism will be reviewed at Turnitin.com to verify that it is your
work and properly cited.
2. Any paper that is plagiarized will result in an F for the class and a referral to the University for
further Disciplinary Action.
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II. APA FORMAT

All papers written in the School of Social Work require APA format. You may purchase the
Publication Manual of the American Psychological Association (6th edition), or you may visit the
website listed below
http://owl.english.purdue.edu/owl/resource/560/01/
III. WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE
What is Wikipedia?
Wikipedia is a free-content encyclopedia, written collaboratively by people from all around the
world. The site is a wiki, which means that anyone can edit entries simply by clicking on the edit this
page link.
Because Wikipedia is an ongoing work to which anybody can contribute, it differs from a paperbased reference source in some important ways. In particular, mature articles tend to be more
comprehensive and balanced, while other (often fledgling) articles may still contain significant
misinformation, un-encyclopedic content or vandalism. Users need to be aware of this in order to
obtain valid information and avoid misinformation which has been recently added and not yet
removed.
IV. CLASS RESPONSIBILITY
Class responsibility entails regular class attendance, class preparedness and active
class participation with consideration for others. When students participate actively in class
discussions, learning is enhanced. To be able to participate actively and with relevance to
the course subject matter, it is important that you complete reading assignments prior to
each class session. It is the students responsibility, whether present or absent, to keep
abreast of assignments. Each student and the instructor will assign portions of the grade.

Honest self-evaluation is a critical component to social work practice. Missing classes and
repeated tardiness will affect a students grade in the course. Due to a variety of reasons,
such as weather conditions or traffic congestion, some students might occasionally arrive
late. In consideration of such possibilities, students are permitted two late class arrivals
before losing attendance points. For every subsequent late arrival, students will lose two
points from their grade.

Any student missing more than 3 classes will be asked to drop the course or
could receive a failing grade for the course.
EXPECTATIONS:

Students will fully participate in the classroom activities and discussion as well as
complete all outside classroom assignments.

Students are expected to attend all class sessions punctually. The instructor should be
notified of unavoidable absences. More than three absences will result in students being
asked to withdraw from the class. Students are expected to arrive for class on time and stay
until the end of the class session. Students are expected to be prepared at class time for
discussions pertaining to assigned readings.
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In order to be courteous to classmates, I ask that cell phones use be restricted to
vibrationsno rings; texting is not permitted during class. Computer use is for class
material only.
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STUDENT RESOURCES
Students with disabilities
http://studentdisability.wayne.edu/rights.php.
Academic integrity and student code of conduct
http://www.doso.wayne.edu/student-conduct/Academic_Integrity.html
Counseling and Psychological Services (CAPS) at Wayne State:
http://www.caps.wayne.edu/
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Course Outline
Session
Assignments
1 Begins
Introduction and Overview of Course
8/27 What is human behavior?
Why do social workers study human behavior?
How does human behavior relate to social work
practice?
2
A Multidimensional Framework for Assessing Ashford et al., chapter 1
Begins
Social Functioning
9/2
Dimension of Human Behavior and Social
Environment
Ecological Perspective
Systems Theory
Multidimensional Framework
Life-span versus Life-Course Perspectives

on Human Development
3
Biophysical Dimension for Assessing Social
Ashford et al., chapter 2
Begins
Functioning
9/09
Biological Theories
Biological Growth and Development
Biochemical Systems in the Neurons

Systems
4
Psychological Dimension for Assessing Social
Begins
Functioning
9/16
Pyschodynamic Theory
Eriksons Pyschosocial Development
Learning Theory
Social-Learning Theory
Cognitive Development and Information
Processing
Jean Piagets Structural Approach to

Cognition Information Processing
Attitudes and Emotions
The Nature and Functions of Attitudes
Theories of Attitudes and Their Change
5
Begins
9/23
6
Begins
9/30
Social Dimension for Assessing Social

Functioning
Social Theory
Ecological Systems Theory
Modern Functionalism Theory
Conflict Theories
Postmodernism and Theories of Society

Families and Groups
Support Systems, and Communities
Multicultural and Gender Considerations
Racial and Ethnic Considerations
Gender and Sexism
Homophobia
Pregnancy, Birth, and the Newborn
Biophysical Dimension
Biophysical Growth and Development
Biophysical Strengths and Hazards
Psychological Dimension
Processing
Social Cognition and Regulation
Psychological Strengths and Hazards
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7
Begins
10/7
Social Dimension
Families, Groups Support Systems, and
Communities
Social Strengths and Hazards
Infancy
Biophysical Dimension
Mid-Term Exam!! (10/7-10/14)
Processing
Piagets Sensorimotor Stage

Attachment Theory
Social Dimension
Families and Groups
Support Systems and Communities
8
Begins
10/14
Early Childhood
Biophysical Dimensions
Biophysical Growth
Ethnographic Paper Due!! (10/14-10/20)
Processing
Piagets Preoperational Stage

Aggression
Self-Esteem vs. Competency

Diagnostic and Assessment Issues
Anxiety Disorders
Childhood Depression
9
Begins
10/21
Social Dimension
Families and Groups
Parenting
Nontraditional Families
Effects of TV on Preschool Children

Preschool Environment
Child Abuse
Middle Childhood
Biophysical Growth
Processing
Communication
Attention Deficit Hyperactivity Disorder
Social Dimension
Families and Groups
Parental Relationship and Discipline

Power of Peers
Marital Conflict and Divorce
10
Begins
10/28
Adolescence
Puberty Process
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Processing
Racial Differences and Intellectual Ability

Identity
Moral Development Theory
Developmental Theory
Delinquency
Social Dimension
Families and Groups
Development of Autonomy:
Peers Pressure, Conformity and

Friendships
Heterosexuality & Homosexuality

Adolescent Pregnancy and Childbirth:
Sexually Transmitted Diseases
Alcohol and Other Drug Use
11
Begins
11/4
Young Adulthood
Reproductive System
Effect of Hormones on Women

Adolescent Paper Due! (11/6-11/12)
Processing
Development of Post formal Thought

Love/Isolation and Loneliness
Levinsons Eight Stages of Adult

Development
Serious Mental Illness
12
Begins
11/11
Social Dimension
Families and Groups
Homosexual Relationships
Transition to Parenthood
Childless Couples: Voluntary and

Involuntary
Blending Religions
Gender Roles: Equal? and Consequences.

Parents of Child with a Disability
Divorce
Sexual Harassment
Rape and Sexual Assault
Domestic Violence
Middle Adulthood
Menopause
Processing
Midlife Crisis
Alcohol and Drug Addiction
Codependency
Social Dimension
Families, Groups, Support Systems, and
Communities
Blended Families or Stepfamilies
Relationships with their Children and

Aging Parents
Grandparents Raising their Grandchildren

10
13
Begins
11/18
Late Adulthood
Sexuality
Chronic Health Problems
Alcoholism in Late Adulthood
Processing
Information Processing, Memory, and

Learning
Grief and Loss

Psychological Hazards
Alzheimers Disease
Depression/Suicide
Social Dimension
Families and Groups
Relationships with Family, Couples, Children, and
Friendships
Religion and Spirituality
Hospice
Retirement
Elder Abuse
Discrimination
14
Review for final exam
Begins Student evaluations
12/2 Class responsibility
15
Final examination
From 12/090-12/16)
Begins
12/09
Note: Syllabus may change based on needs of the class
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COURSE ASSIGNMENTS
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A. Ethnographic study of one's family of origin (100 points). Each student will write
a case report about his/her family of origin. Students are to study and cite relevant
literature related to their family's culture(s), ethnicity(ies), and development (at least 3
references must be cited). Ethnographic research techniques are also to be used (study
of family artifacts, documents, photo albums, observations and interviews). Each
student will explore factors that led to crises and challenges for the family, and the
typical styles of coping and adaptation are to be considered. Other characteristics that
the student will explore are migration patterns, family organization, child rearing
practices, religious beliefs, approach to eating, secrets, rituals, attitudes toward illness
and death, help seeking behavior, attitudes toward other cultures and deviance, family
and gender roles. Finally, how might your cultural identity influence your work as a
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social worker? How might your cultural identify influence your values as a social
worker? If more than one culture comprises the culture of origin, ways that these
differences were negotiated should be discussed. Each student will include a
genogram of his or her family of origin as an attachment. (5-6 typed pages, plus
attachments). Use APA guidelines for writing style and format. Due: Late papers will
be reduced by 4 points per calendar day.
Rubric for Ethnographic Study of a Family

Student
Requirements
Points
Points
Available Achieved
Cite relevant literature related to family
15
culture, ethnicity, development (3
references)
Comprehensiveness of concepts and
20
objectives of assignment
Factors that led to crises and challenges
for the family, and typical styles of
coping and adaptation
If more than one culture comprises the

culture of origin, ways that these
differences were negotiated
How might your cultural identity

influence your work as a social worker?
10
How might your cultural identity

influence your values as a social
worker?
Other characteristics: migration
patterns, family organization, child
rearing practices, religious beliefs,
eating, secrets, rituals, illness and
death, help seeking behavior, attitudes
toward other cultures and deviance,
family and gender roles
Use of Ethnographic research
techniques (artifacts, documents,
photos, observations, interviews)
10
Genogram
20
5
12
Appropriate APA format; clarity of

expression, grammar and spelling
Total
5
100
/100
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A. Adolescent Paper (100 points). Write a paper reviewing your experiences during
adolescence. Your paper should address significant issues and life events that you
experienced during adolescence and the effect these events and issues had on you
at the time and may currently still have. (Issues that should be addressed include
sexuality, drugs, peer pressure, body image and family dynamics.) How did issues
of diversity affect your adolescence? Discussion of at least 3 theories must be
integrated into your paper. Show how the theories can be used to explain your
behavior. For example, you may want to discuss how social learning theory may
explain your involvement with certain friends. The paper should be 6-8 typed
pages. References should be used in regard to your discussion of theories. Use
APA style of referencing. A reference list must be included.
Rubric for adolescent paper

Student
Requirements
Points
Earned
1. Significant life events experienced during adolescence
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1. Effect these life events and issues had on you at the
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1. Sexuality
10
1. Drugs
10
1. Peer pressure
10
1. Body Image
10
1. Family dynamics
10
1. Issues of diversity
10
time and may currently still have on you
Appropriate format and style (APA)
Points
Achieved
13
10. Clarity of expression, grammar and
spelling
Total
100
/100
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Bibliography
Atwood, N. (2001). Gender bias in families and its clinical implications for women. Social Work,
46(1), 23-35.
Azzi-Lessing, L. (2010). Growing together: Expanding roles for social work practice in early
childhood
settings. Social Work, 55(3), 255-263.
Belluck, P. (2010, December 31). The vanishing mind: Giving Alzheimers patients their way, even
York times. Retrieved from
chocolate. New
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Assignments and Grades

1.
Ethnographic study of one's family of origin (100 points). Each student will write a case report about
his/her family of origin. Students are to study and cite relevant literature related to their family's
culture(s), ethnicity(ies), and development (at least 3 references must be cited). Ethnographic research
techniques are also to be used (study of family artifacts, documents, photo albums, observations and
interviews). You may choose to explore factors that led to crises and challenges for the family, and the
typical styles of coping and adaptation are to be considered. Other characteristics that the student may
choose to explore are migration patterns, family organization, child rearing practices, religious beliefs,
approach to eating, secrets, rituals, attitudes toward illness and death, help seeking behavior, attitudes
toward other cultures and deviance, family and gender roles. Finally, how might your cultural identity
influence your work as a social worker? How might your cultural identify influence your values as a
social worker? If more than one culture comprises the culture of origin, ways that these differences were
negotiated should be discussed. (5-6 typed pages, plus attachments). Use APA guidelines for writing
style and format.
2.
2.Adolescent Paper (100 points). Write a paper reviewing your experiences during adolescence. Your paper
should address significant issues and life events that you experienced during adolescence and the effect these
events and issues had on you at the time and may currently still have. (Issues that should be addressed include
sexuality, drugs, peer pressure, body image and family dynamics.) How did issues of diversity affect your
adolescence? Discussion of at least 3 theories must be integrated into your paper. Show how the theories can
be used to explain your behavior. For example, you may want to discuss how social learning theory may
explain your involvement with certain friends. The paper should be 6-8 typed pages. References should be
used in regard to your discussion of theories. Use APA style of referencing. A reference list must be included.
3.Mid-Term & Final Exam (100 points each). Students will complete an on-line mid-term and final exam.
Each exam will consist of 50 multiple-choice questions, worth 2 points each. Exact dates and content are listed
on the class schedule/outline.
4.Web discussions/Responses to Questions (25 points). At least 5 times during the semester, I will post
discussion questions for you to consider and thoughtfully respond. Based on the quality of your responses, you
will receive anywhere from 0-5 points on each topic. You will generally have a week to post your responses. It
will be your responsibility to remain aware of postings and any announcements in this web course.
5.
Grading Criteria:
Adolescent Paper
Ethnographic study of one's family of origin
Mid-Term Exam
Final Exam
Web Discussions/Responses
100 points
100 points
100 points
100 points
25 points
Letter grades will be calculated as follows:
15
Percent
95.0-100
90.0-94.9
87.0-89.9
83.0-86.9
80.0-82.9
77.0-79.9
73.0-76.9
70.0-72.9
67.0-69.9
63.0-66.9
60.0-62.9
<59.9
Points
403-425
382-402
369-381
352-368
340-351
327-339
310-326
297-309
284-296
267-283
255-266
<254
Grade
A
AB+
B
BC+
C
CD+
D
DF
A grade of A indicates excellent/outstanding performance in all expected areas; a grade of B

indicates that a student has done good work and satisfactorily met the course objectives; etc.
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Bibliography
Atwood, N. (2001). Gender bias in families and its clinical implications for women. Social Work,
46(1), 23-35.
Azzi-Lessing, L. (2010). Growing together: Expanding roles for social work practice in early
childhood
settings. Social Work, 55(3), 255-263.
Belluck, P. (2010, December 31). The vanishing mind: Giving Alzheimers patients their way, even
chocolate. New York times. Retrieved from
http://www.nytimes.com/2011/01/01/health/
01care.html?_r=1&pagewanted=all
Brubeck, M. (1999). Social Work and the DSM. In F., T., Turner, Adult Psychopathology: A social work

perspective (pp. 121-135). New York, NY: The Free Press.

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Burnette, D. (1999). Custodial grandparents in Latino families: Patterns of service use and predictors
of
unmet needs. Social Work, 44(1), 22-34.
Cole, S. A. (2005). Infants in foster care: Relational and environmental factors affecting attachment.

Journal of Reproductive and Infant Psychlogy, 23, 43-61.
Eamon, M. K. (2001). The effects of poverty on childrens socio-emotional development: An

ecological
systems approach. Social Work 46(3), 256-266.
Gambrill, E. (2006). Evidence-based practice and policy: Choices ahead. Research on Social Work
Practice, 16(3), 338-357.
Haight, W. (2002). African-American children at church: A sociocultural perspective. New York:
Cambridge University Press.
Haight, W., Kagle, J., & Black, J. (2003). Understanding and supporting parent-child relationships
during
foster care visits: Attachment theory and research. Social Work, 48(2), 195-208.
Hanney, L., & Kozlowska, K. (2002). Healing traumatized children: Creating illustrated storybooks in
family therapy. Family Process, 41(1), 37-65.
Hay, D., & Nyre, R. (2006). The spirit of the child. London: Jessica Kingsley Publishers.
Holmes, J. (2001). The search for the secure base: attachment theory and psychotherapy. Hove, UK:
Brunner-Routeledge.
Hudley, E., Haight, W., & Miller, P. (2003/2009). Raise up a child: Human development in an African-
American family. Chicago: Lyceum Books.
Johnson, L. & Jenkins, D. (2004). Coming out in mid-adulthood: Building a new identity. Journal of
gay and lesbian social services: Issues in practice, policy and research, 16(2), 19-42
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King. P., & Benson, P. (2006). Spiritual development and adolescent well-being and thriving. In E.
Knitzer, J., & Perry, D. F. (2009). Poverty and infant toddler development. In C. H. Zeanah Jr (Ed.),
Handbook of infant mental health (3rd ed., pp. 135-152). New York: Guilford.
Kolb, P. (2002). Development theories of aging: Gerenotological Theories of older adult
development in
developmental theories through the life cycle. In S., G., Austrian, Development
theories through
the life cycle (pp. 281-319). New York: Columbia University Press.
Lachs, M. s., & Pillemer, K. (2004). Elder abuse. Lancet, 364. 1192-1263.
LeCroy, C. W. (Ed). (2008). Handbook of evidence-based treatment manuals for children and
adolescents. New York, NY: Oxford University Press.
Lieberman, A. F., & Van Horn, P. (2005). Dont hit my mommy! A manual for child-parent
psychotherapy with young witnesses of family violence. Washington, DC: Zero to Three Press.
Long, M. S. (2009). Disorganized attachment relationships in infants of adolescent mothers and
factors
that may augment outcomes. Adolescence, 44, 621-633.
Momper. S. (2010). Implications of American Indian gambling for social work research and practice.
Social Work, 55(2), 139-146.
National Association of Social Workers. (2008). NASW code of ethics: Guide to the everyday
professional conduct of social workers. Washington, DC. NASW.
National Center on Elder Abuse. (2003). A response to the abuse of vulnerable adults: The 2000
survey of
state adult protective services. Washington, DC: NCEA
National Research Council Panel to Review Risk and Prevalence of Elder Abuse and Neglect. (2003).
Elder mistreatment: abuse, neglect and exploitation in an aging America. Washington, DC. NRCP
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Rank, M.R. & Hirschl, T. A. (1999). The likelihood of poverty across the American adult life span.
Social Work, 44(3), 201-216.
Raz, N. (2002). Cognitive aging. In V. S. Ramachandran (Ed.), Encyclopedia of the human brain (Vol.
1,
pp. 829-838). San Diego: Academic Press.
Riley, E. P, Mattson, S. N. & Thomas, J. D. (2009). Fetal alcohol syndrome. In L.R. Squire (ed.),
Encylopedia of neuroscience (Vol. 4, pp. 213-220). Oxford: Academic Press.
Roehlkepartain, P. E. King, L. Wagerer, & P. Benson (Eds.). The handbook of spiritual development in
childhood and adolescence (pp. 384-398). Thousand Oaks, CA: Sage
Rogoff, B. (2003). The cultural nature of human development. New York: Oxford University Press.
Scherzer, T. & Pinderhughes, H. L. (2002). Violence and gender: Reports from an urban high school.
Violence and Victims, 17(1), 57-72.
Shonkoff, J. P., & Philips, D.A. (2001). From neurons to neighborhoods: The science of early
childhood
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Sokolovsky, J. (Ed.). (2009). The cultural context of aging: Worldwide perspectives. Westport, CT:
Praeger.
Spiker, D., Boyce, G.C., & Boyce, L.K. (2002). Parent-child interactions when young children have
disabilities. International Review of Mental Retardation, 25, 35-70.
Strohman, R. (2003). Genetic, determinism as a failing paradigm in biology and medicine:
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A. M. Mellow (Eds.), Handbook of dementia (pp. 1-24). New York: Wiley.
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HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT)

Social Work 3510 (3 credits)

2.1.4 Engage diversity and difference in practice

2.1.6 Engage in research- informed practice and practice informed research

Apply Knowledge of human Behavior and the social environment

TEXTS AND REQUIRED MATERIAL

POLICIES FOR THIS COURSE

II. APA FORMAT

III. WIKIPEDIA WILL NOT BE ACCEPTED AS A RELIABLE SOURCE

Life-span versus Life-Course Perspectives

Biological Growth and Development

Biochemical Systems in the Neurons

Jean Piagets Structural Approach to

The Nature and Functions of Attitudes

Theories of Attitudes and Their Change

Social Dimension for Assessing Social

Ecological Systems Theory

Modern Functionalism Theory

Postmodernism and Theories of Society

Racial and Ethnic Considerations

Gender and Sexism

Ashford et al., chapter 4

Ashford et al., chapter 5

Ashford et al., chapter 6

Mid-Term Exam!! (10/7-10/14)

Piagets Sensorimotor Stage

Ashford et al., chapter 7

Ethnographic Paper Due!! (10/14-10/20)

Piagets Preoperational Stage

Self-Esteem vs. Competency

Diagnostic and Assessment Issues

Effects of TV on Preschool Children

Ashford et al., chapter 8

Attention Deficit Hyperactivity Disorder

Parental Relationship and Discipline

Marital Conflict and Divorce

Ashford et al., chapter 9

Racial Differences and Intellectual Ability

Peers Pressure, Conformity and

Heterosexuality & Homosexuality

Adolescent Pregnancy and Childbirth:

Sexually Transmitted Diseases

Alcohol and Other Drug Use

Effect of Hormones on Women

Ashford et al., chapter 10

Adolescent Paper Due! (11/6-11/12)

Development of Post formal Thought

Love/Isolation and Loneliness

Levinsons Eight Stages of Adult

Serious Mental Illness

Childless Couples: Voluntary and

Gender Roles: Equal? and Consequences.

Parents of Child with a Disability

Rape and Sexual Assault

Alcohol and Drug Addiction

Blended Families or Stepfamilies

Relationships with their Children and

Grandparents Raising their Grandchildren

Ashford et al., chapter 12

Chronic Health Problems

Alcoholism in Late Adulthood

Information Processing, Memory, and

Grief and Loss