Friday, October 31, 2008
Marx
You may find helpful, you may not...if not find something that helps you understand what conflict throy is and who Karl Marx was.
Thursday, October 30, 2008
Message from Dr. Stanfield
----------------------
I would really appreciate it if you all would prayerfully consider helping with one or both of the following:
1. The "tear down" of the CANstruction project tonight and/or tomorrow morning.
2. Participation in the Social Work dodge ball team next Tuesday (4th) from 6 PM to 8 PM. No athletic skill necessary.
Currently there are almost no students participating in either one of these projects. I know everyone is busy, but please prayerfully consider helping with one or both of these. You are welcome to make a commitment-free call to Amanda to get more information before deciding.
A.S.A.P.
Call Amanda Johnson at 731.697.4161
or email her at kuntrychristian@yahoo.com
or send her a message here on Facebook
Thanks,
Dr. Stanfield
I would really appreciate it if you all would prayerfully consider helping with one or both of the following:
1. The "tear down" of the CANstruction project tonight and/or tomorrow morning.
2. Participation in the Social Work dodge ball team next Tuesday (4th) from 6 PM to 8 PM. No athletic skill necessary.
Currently there are almost no students participating in either one of these projects. I know everyone is busy, but please prayerfully consider helping with one or both of these. You are welcome to make a commitment-free call to Amanda to get more information before deciding.
A.S.A.P.
Call Amanda Johnson at 731.697.4161
or email her at kuntrychristian@yahoo.com
or send her a message here on Facebook
Thanks,
Dr. Stanfield
Wednesday, October 29, 2008
Voting Information- Know more than just the Presidential Candidates!
Sample Ballot TN: http://www.votenader.org/files/states/Tennessee_Ballot.pdf
Who are you voting for (House? Senate?) http://projects.washingtonpost.com/2008/elections/tn/
http://www.csg.org/pubs/Election2008/TN.aspx
http://www.commercialappeal.com/news/2008/sep/12/lines-drawn-for-senate-battleground/
Seriously contested state Senate elections in Tennessee:
Dist. 26 (Crockett, Haywood, Fayette, Hardeman, McNairy, Chester, Hardin, Wayne counties): Randy Camp, D, v. Delores Gresham, R, in a district where Sen. John Wilder, D-Somerville, is stepping down from the post he has held since 1966.
Dist. 4 (East Tennessee): Mike Faulk, R, v. incumbent Mike Williams, I.
Dist. 12 (East Tennessee): Ken Yager, R; Becky Ruppe, D; Christopher Fenner, I.
Dist. 14 (Middle Tennessee): Mike Niederhauser, R, v. Eric Stewart, D.
Dist. 16 (Middle Tennessee): incumbent Jim Tracy, R, v. Jean Anne Rogers, D.
Dist. 18 (Middle Tennessee): incumbent Diane Black, R, v. Jim Hawkins, D.
************************
Do a little research for your area, and who is going to be on your ballot on Tuesday. If you did early voting, who did you vote for, and why? (would you change your vote after what you found out in this research?)...
What swings you in either direction?
Tuesday, October 28, 2008
Extra Credit Option for Journal Articles
If you want to go ahead and do the journal articles for extra credit, you have the option of one extra credit point maximum per post. If it looks like your information was hijacked from another post (in other words, no new information, or more/ unique to what was already posted) you will not receive any credit.
This is optional. Only 4 journal article responses were reqiured.
Quiz Chapter 4: AMAZING! Almost all 10's (I wonder how that could be??? ;)! Those that I have received will receive one point extra credit.
Paper Feedback so Far...
I just posted several paper grades to BB.
Where might you have lost points?
Several papers were closer 3 pages than 5. If it was closer to three, most of you only wrote a few sentences on a 2nd theory. You can't get full points on a partial paper. 3 pages on one theory and a paragraph on the second, won't get you a full 40 points. It should have been difficult to get everything into the reduced- to- 5- pages- maximum.
You may have lacked citations or support.
If your only reference was the book you read, it wasn't enough. How else would you know about the theory you are discussing? We talked about it several times, at length in class, but a few of you tried to go without any additional support.
In general typos, spelling and grammar errors improved, but some points were lost in these areas.
Where might you have lost points?
Several papers were closer 3 pages than 5. If it was closer to three, most of you only wrote a few sentences on a 2nd theory. You can't get full points on a partial paper. 3 pages on one theory and a paragraph on the second, won't get you a full 40 points. It should have been difficult to get everything into the reduced- to- 5- pages- maximum.
You may have lacked citations or support.
If your only reference was the book you read, it wasn't enough. How else would you know about the theory you are discussing? We talked about it several times, at length in class, but a few of you tried to go without any additional support.
In general typos, spelling and grammar errors improved, but some points were lost in these areas.
Monday, October 27, 2008
Changes and Updates- GOOD ONES!
Hello to all of my favorite MSW students!
First of all, the papers I have received so far are looking pretty good! Dropping the point value is making a significant difference in my ability to give higher grades.
I just want to touch base with you on the issue of class organization (not YOUR organization, but the course). I am doing my best to accommodate everyone. It is tough to find a balance between what is required as a program, what is “too much” and what may be “too much” for some given the outside (and understandable) obligations so many of you are presented with (jobs, families, other personal matters).
It makes sticking to the syllabus difficult. So while I address the concerns of one group of students (need more time, let’s delay the test etc…) other students feel as though it isn’t quite fair to them, as they were ready, and following the syllabus, and managed their time etc. For some of you, you simply have more time than others.
We all want a schedule that we can live with. I like having interaction with each of you personally- and I am happy that many have begun dropping in to meet with me. Please do it more often. Let’s get some things straight on the syllabus tonight…and agree to a few things.
To begin- and I don’t think I will find much resistance here- stop at having done 4 journal assignments. Meaning, don’t do any more of those. I have gotten permission to change part of the syllabus and that may well be one of them! Another is: don’t pay too much attention to the final writing assignment. We may be altering that one is well to better grasp what needs to be covered in class, and more clearly! I think we did a great job last week at deciding to postpone the exam one week, and allowing for one more week of paper time for those that needed it.
HBSE II should be far more clear from the start, and I have begun altering that syllabus already. Really, you are all doing a great job. And if you are struggling, please come see me. I am here to listen. I may not be able to fix it, but at least you can vent!
See you tonight.
Wednesday, October 22, 2008
Erikson's 8 Stages
Erikson's Eight Stages of Development
1. Learning Basic Trust Versus Basic Mistrust (Hope)
Chronologically, this is the period of infancy through the first one or two years of life. The child, well - handled, nurtured, and loved, develops trust and security and a basic optimism. Badly handled, he becomes insecure and mistrustful.
2. Learning Autonomy Versus Shame (Will)
The second psychosocial crisis, Erikson believes, occurs during early childhood, probably between about 18 months or 2 years and 3½ to 4 years of age. The "well - parented" child emerges from this stage sure of himself, elated with his new found control, and proud rather than ashamed. Autonomy is not, however, entirely synonymous with assured self - possession, initiative, and independence but, at least for children in the early part of this psychosocial crisis, includes stormy self - will, tantrums, stubbornness, and negativism. For example, one sees may 2 year olds resolutely folding their arms to prevent their mothers from holding their hands as they cross the street. Also, the sound of "NO" rings through the house or the grocery store.
3. Learning Initiative Versus Guilt (Purpose)
Erikson believes that this third psychosocial crisis occurs during what he calls the "play age," or the later preschool years (from about 3½ to, in the United States culture, entry into formal school). During it, the healthily developing child learns: (1) to imagine, to broaden his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination.
4. Industry Versus Inferiority (Competence)
Erikson believes that the fourth psychosocial crisis is handled, for better or worse, during what he calls the "school age," presumably up to and possibly including some of junior high school. Here the child learns to master the more formal skills of life: (1) relating with peers according to rules (2) progressing from free play to play that may be elaborately structured by rules and may demand formal teamwork, such as baseball and (3) mastering social studies, reading, arithmetic. Homework is a necessity, and the need for self-discipline increases yearly. The child who, because of his successive and successful resolutions of earlier psychosocial crisis, is trusting, autonomous, and full of initiative will learn easily enough to be industrious. However, the mistrusting child will doubt the future. The shame - and guilt-filled child will experience defeat and inferiority.
5. Learning Identity Versus Identity Diffusion (Fidelity)
During the fifth psychosocial crisis (adolescence, from about 13 or 14 to about 20) the child, now an adolescent, learns how to answer satisfactorily and happily the question of "Who am I?" But even the best - adjusted of adolescents experiences some role identity diffusion: most boys and probably most girls experiment with minor delinquency; rebellion flourishes; self - doubts flood the youngster, and so on.
Erikson believes that during successful early adolescence, mature time perspective is developed; the young person acquires self-certainty as opposed to self-consciousness and self-doubt. He comes to experiment with different - usually constructive - roles rather than adopting a "negative identity" (such as delinquency). He actually anticipates achievement, and achieves, rather than being "paralyzed" by feelings of inferiority or by an inadequate time perspective. In later adolescence, clear sexual identity - manhood or womanhood - is established. The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals (socially congruent and desirable, in the case of the successful adolescent). Erikson believes that, in our culture, adolescence affords a "psychosocial moratorium," particularly for middle - and upper-class American children. They do not yet have to "play for keeps," but can experiment, trying various roles, and thus hopefully find the one most suitable for them.
6. Learning Intimacy Versus Isolation (Love)
The successful young adult, for the first time, can experience true intimacy - the sort of intimacy that makes possible good marriage or a genuine and enduring friendship.
7. Learning Generativity Versus Self-Absorption (Care)
In adulthood, the psychosocial crisis demands generativity, both in the sense of marriage and parenthood, and in the sense of working productively and creatively.
8. Integrity Versus Despair (Wisdom)
If the other seven psychosocial crisis have been successfully resolved, the mature adult develops the peak of adjustment; integrity. He trusts, he is independent and dares the new. He works hard, has found a well - defined role in life, and has developed a self-concept with which he is happy. He can be intimate without strain, guilt, regret, or lack of realism; and he is proud of what he creates - his children, his work, or his hobbies. If one or more of the earlier psychosocial crises have not been resolved, he may view himself and his life with disgust and despair.
--------------------------------------------------------------------------------
These eight stages of man, or the psychosocial crises, are plausible and insightful descriptions of how personality develops but at present they are descriptions only. We possess at best rudimentary and tentative knowledge of just what sort of environment will result, for example, in traits of trust versus distrust, or clear personal identity versus diffusion. Helping the child through the various stages and the positive learning that should accompany them is a complex and difficult task, as any worried parent or teacher knows. Search for the best ways of accomplishing this task accounts for much of the research in the field of child development.
Socialization, then is a learning - teaching process that, when successful, results in the human organism's moving from its infant state of helpless but total egocentricity to its ideal adult state of sensible conformity coupled with independent creativity.
http://www.childdevelopmentinfo.com/development/erickson.shtml
1. Learning Basic Trust Versus Basic Mistrust (Hope)
Chronologically, this is the period of infancy through the first one or two years of life. The child, well - handled, nurtured, and loved, develops trust and security and a basic optimism. Badly handled, he becomes insecure and mistrustful.
2. Learning Autonomy Versus Shame (Will)
The second psychosocial crisis, Erikson believes, occurs during early childhood, probably between about 18 months or 2 years and 3½ to 4 years of age. The "well - parented" child emerges from this stage sure of himself, elated with his new found control, and proud rather than ashamed. Autonomy is not, however, entirely synonymous with assured self - possession, initiative, and independence but, at least for children in the early part of this psychosocial crisis, includes stormy self - will, tantrums, stubbornness, and negativism. For example, one sees may 2 year olds resolutely folding their arms to prevent their mothers from holding their hands as they cross the street. Also, the sound of "NO" rings through the house or the grocery store.
3. Learning Initiative Versus Guilt (Purpose)
Erikson believes that this third psychosocial crisis occurs during what he calls the "play age," or the later preschool years (from about 3½ to, in the United States culture, entry into formal school). During it, the healthily developing child learns: (1) to imagine, to broaden his skills through active play of all sorts, including fantasy (2) to cooperate with others (3) to lead as well as to follow. Immobilized by guilt, he is: (1) fearful (2) hangs on the fringes of groups (3) continues to depend unduly on adults and (4) is restricted both in the development of play skills and in imagination.
4. Industry Versus Inferiority (Competence)
Erikson believes that the fourth psychosocial crisis is handled, for better or worse, during what he calls the "school age," presumably up to and possibly including some of junior high school. Here the child learns to master the more formal skills of life: (1) relating with peers according to rules (2) progressing from free play to play that may be elaborately structured by rules and may demand formal teamwork, such as baseball and (3) mastering social studies, reading, arithmetic. Homework is a necessity, and the need for self-discipline increases yearly. The child who, because of his successive and successful resolutions of earlier psychosocial crisis, is trusting, autonomous, and full of initiative will learn easily enough to be industrious. However, the mistrusting child will doubt the future. The shame - and guilt-filled child will experience defeat and inferiority.
5. Learning Identity Versus Identity Diffusion (Fidelity)
During the fifth psychosocial crisis (adolescence, from about 13 or 14 to about 20) the child, now an adolescent, learns how to answer satisfactorily and happily the question of "Who am I?" But even the best - adjusted of adolescents experiences some role identity diffusion: most boys and probably most girls experiment with minor delinquency; rebellion flourishes; self - doubts flood the youngster, and so on.
Erikson believes that during successful early adolescence, mature time perspective is developed; the young person acquires self-certainty as opposed to self-consciousness and self-doubt. He comes to experiment with different - usually constructive - roles rather than adopting a "negative identity" (such as delinquency). He actually anticipates achievement, and achieves, rather than being "paralyzed" by feelings of inferiority or by an inadequate time perspective. In later adolescence, clear sexual identity - manhood or womanhood - is established. The adolescent seeks leadership (someone to inspire him), and gradually develops a set of ideals (socially congruent and desirable, in the case of the successful adolescent). Erikson believes that, in our culture, adolescence affords a "psychosocial moratorium," particularly for middle - and upper-class American children. They do not yet have to "play for keeps," but can experiment, trying various roles, and thus hopefully find the one most suitable for them.
6. Learning Intimacy Versus Isolation (Love)
The successful young adult, for the first time, can experience true intimacy - the sort of intimacy that makes possible good marriage or a genuine and enduring friendship.
7. Learning Generativity Versus Self-Absorption (Care)
In adulthood, the psychosocial crisis demands generativity, both in the sense of marriage and parenthood, and in the sense of working productively and creatively.
8. Integrity Versus Despair (Wisdom)
If the other seven psychosocial crisis have been successfully resolved, the mature adult develops the peak of adjustment; integrity. He trusts, he is independent and dares the new. He works hard, has found a well - defined role in life, and has developed a self-concept with which he is happy. He can be intimate without strain, guilt, regret, or lack of realism; and he is proud of what he creates - his children, his work, or his hobbies. If one or more of the earlier psychosocial crises have not been resolved, he may view himself and his life with disgust and despair.
--------------------------------------------------------------------------------
These eight stages of man, or the psychosocial crises, are plausible and insightful descriptions of how personality develops but at present they are descriptions only. We possess at best rudimentary and tentative knowledge of just what sort of environment will result, for example, in traits of trust versus distrust, or clear personal identity versus diffusion. Helping the child through the various stages and the positive learning that should accompany them is a complex and difficult task, as any worried parent or teacher knows. Search for the best ways of accomplishing this task accounts for much of the research in the field of child development.
Socialization, then is a learning - teaching process that, when successful, results in the human organism's moving from its infant state of helpless but total egocentricity to its ideal adult state of sensible conformity coupled with independent creativity.
http://www.childdevelopmentinfo.com/development/erickson.shtml
Monday, October 20, 2008
Date Changes to Syllabus
10/27/08 Exam Review, Character Analysis paper due.
11/3/08 Exam 2 on chapters 3, 4 and whatever is decided in class next week.
Sunday, October 19, 2008
Note on Papers
In future, if I ever allow a paper re-do, please do not staple both versions together. The point is for me to put them side by side to compare- and it is hard to do that if they are stapled together and I am not sitting at my desk with a stapler to put it all back together.
Wednesday, October 15, 2008
Journal Article Responses
Just do your best on APA.
When you type in the message box, it may not let you indent, double space or do italics. Not a big deal for this short assignment (each article response). Just do your best to cite properly and provide references at the end.
TIP: Write your reponses in Word (or whatever you use) and then copy and past into the message box when you are online. That way, if BB goes down, you don't lose what you typed, or if you post it and it "doesn't show up", you can just copy and paste again rather than start all over.
You can't use BB going down as an excuse.
Hope that helps!
When you type in the message box, it may not let you indent, double space or do italics. Not a big deal for this short assignment (each article response). Just do your best to cite properly and provide references at the end.
TIP: Write your reponses in Word (or whatever you use) and then copy and past into the message box when you are online. That way, if BB goes down, you don't lose what you typed, or if you post it and it "doesn't show up", you can just copy and paste again rather than start all over.
You can't use BB going down as an excuse.
Hope that helps!
Updates to Instructions for Critical Review of Book Due Monday
CRITICAL REVIEW OF BOOK
Choose ONE of the books below:
Maya Angelou. (1969). “I Know Why the Caged Bird Sings” New York: Bantam Dell Publishing.
Mary Karr. (1995). “The Liar’s Club” New York: Penguin Publishing.
Sharon Ellison-Ottey. (2006). “All I Ever Did was Love a Man” Chicago: Hilton Publishing.
Rita Mae Brown. (1978). “Rubyfruit Jungle” New York: Bantam Dell Publishing.
James McBride. (1996). “The Color of Water” New York: Riverhead Books.
J. Comer. (1988). “Maggie’s American Dream” New York: New American Library.
Laura Esquivel. (1993). “Like Water for Chocolate” New York: Anchor Publishing.
Michael Dorris. ((1989). “The Broken Cord” New York: Harper Collins.
Michael Patrick MacDonald. (1999). “All Souls” Boston: Beacon Press.
Barbara Kingsolver. (1990). “”Animal Dreams” New York: Harper Collins.
Amy Tam. (1990). “The Kitchen God’s Wife” New York: Putman Publishers.
Alex Kotlewitz. (1991). “There are no Children Here” New York: Doubleday.
May Sarton. (1978). “A Reckoning” New York: Norton Publishers.
Paul Monette. (1992).”Becoming a Man: Half a Life Story” San Francisco: Harper Collins.
Tim Rumsey. (1985). “Pictures from a Trip” New York: Fawcett Publishers.
Toni Morrison. (1970). “The Bluest Eye” New York: Simon and Schuster
After reading your chosen book, critically think about the major character. ONLY ONE CHARACTER. This is not a family therapy paper. Look at it as you would a client coming to you, just them, all on their own- not with a spouse, parent, friend or other assorted characters. The goal of this assignment is to evidence mastery of the course material by applying a theory that explains the behavior of the major character of the book that you read. Special attention should be given to the impact that diversity has had on the major character. Students should analyze the character within a person-in-environment framework and discuss the relevance of the various theories studied in HBSE I .
Questions that should be addressed in the written paper include, but need not be limited to the following:
A. How does the character display typical issues of that stage of human development? Use one of the following to begin:
Freud – Stage of psychosexual development
Erickson – Stages of psychosocial crises
Kohlberg – Stage of moral development
Use any material from the text (or other outside support) that describes your chosen theory, and compare it to the character. For example, discuss the importance of peer groups to an adolescent, discuss the effect of school competence to a child in middle school, or discuss the career crisis of a woman in mid-life who develops a disability, etc. What other conflicts are evident in the role (race, gender, ethnicity, age, class, color, disability, family structure, marital status, national origin, sexual orientation, religion) or norms of the character? Is the character’s behavior in conflict with group, cultural or ethnic norms of his/her family or community system?
B. What is the nature of the interactions of the character with other systems (i.e. family, community, formal organizations, and society)? How does this shape his/her development and functioning? What is the socioeconomic status of the family or character? How does that impact the character’s development? Are there patterns of abuse, neglect, and/or addiction on the part of the character or his/her family members? How does that affect the character’s development? How does your chosen theory explain this?
C. Use another theory that may offer explanation to the behavior of the client in your chosen book. How is this theory similar/different than your previous theory? Provide excerpts from text to help support your argument. Focus on two major theories in this paper. You may want to include a third (more in passing) as to how it doesn’t fit your character or their life situation, or how it also supports your outlook on the character analysis.
The paper can be organized into the three sections described above. Further directions for this paper will be discussed in class.
TOTAL 80 POINTS
Choose ONE of the books below:
Maya Angelou. (1969). “I Know Why the Caged Bird Sings” New York: Bantam Dell Publishing.
Mary Karr. (1995). “The Liar’s Club” New York: Penguin Publishing.
Sharon Ellison-Ottey. (2006). “All I Ever Did was Love a Man” Chicago: Hilton Publishing.
Rita Mae Brown. (1978). “Rubyfruit Jungle” New York: Bantam Dell Publishing.
James McBride. (1996). “The Color of Water” New York: Riverhead Books.
J. Comer. (1988). “Maggie’s American Dream” New York: New American Library.
Laura Esquivel. (1993). “Like Water for Chocolate” New York: Anchor Publishing.
Michael Dorris. ((1989). “The Broken Cord” New York: Harper Collins.
Michael Patrick MacDonald. (1999). “All Souls” Boston: Beacon Press.
Barbara Kingsolver. (1990). “”Animal Dreams” New York: Harper Collins.
Amy Tam. (1990). “The Kitchen God’s Wife” New York: Putman Publishers.
Alex Kotlewitz. (1991). “There are no Children Here” New York: Doubleday.
May Sarton. (1978). “A Reckoning” New York: Norton Publishers.
Paul Monette. (1992).”Becoming a Man: Half a Life Story” San Francisco: Harper Collins.
Tim Rumsey. (1985). “Pictures from a Trip” New York: Fawcett Publishers.
Toni Morrison. (1970). “The Bluest Eye” New York: Simon and Schuster
After reading your chosen book, critically think about the major character. ONLY ONE CHARACTER. This is not a family therapy paper. Look at it as you would a client coming to you, just them, all on their own- not with a spouse, parent, friend or other assorted characters. The goal of this assignment is to evidence mastery of the course material by applying a theory that explains the behavior of the major character of the book that you read. Special attention should be given to the impact that diversity has had on the major character. Students should analyze the character within a person-in-environment framework and discuss the relevance of the various theories studied in HBSE I .
Questions that should be addressed in the written paper include, but need not be limited to the following:
A. How does the character display typical issues of that stage of human development? Use one of the following to begin:
Freud – Stage of psychosexual development
Erickson – Stages of psychosocial crises
Kohlberg – Stage of moral development
Use any material from the text (or other outside support) that describes your chosen theory, and compare it to the character. For example, discuss the importance of peer groups to an adolescent, discuss the effect of school competence to a child in middle school, or discuss the career crisis of a woman in mid-life who develops a disability, etc. What other conflicts are evident in the role (race, gender, ethnicity, age, class, color, disability, family structure, marital status, national origin, sexual orientation, religion) or norms of the character? Is the character’s behavior in conflict with group, cultural or ethnic norms of his/her family or community system?
B. What is the nature of the interactions of the character with other systems (i.e. family, community, formal organizations, and society)? How does this shape his/her development and functioning? What is the socioeconomic status of the family or character? How does that impact the character’s development? Are there patterns of abuse, neglect, and/or addiction on the part of the character or his/her family members? How does that affect the character’s development? How does your chosen theory explain this?
C. Use another theory that may offer explanation to the behavior of the client in your chosen book. How is this theory similar/different than your previous theory? Provide excerpts from text to help support your argument. Focus on two major theories in this paper. You may want to include a third (more in passing) as to how it doesn’t fit your character or their life situation, or how it also supports your outlook on the character analysis.
The paper can be organized into the three sections described above. Further directions for this paper will be discussed in class.
TOTAL 80 POINTS
Tuesday, October 14, 2008
From the Library re: ARTICLES
I am in receipt of your Interlibrary Loan requests and want to let you know that all of the articles you requested are available, or will be shortly, in Union's library. The article from the Journal of Gerontological Social Work can be found in the bound periodicals section of the library while three of the other four articles you requested ("Baby Boomer Drug Users"; "Marital Meaning"; and, "The Role of Person-in-Environment Fit in the Job...") are currently on reserve under your professor's name. The fourth article you requested, "Does Socioeconomic Status Matter?" from the journal Social Problems is being shipped and will be placed on reserve once it arrives. Additionally, there are two other articles listed on your syllabus, but not requested by you, that are also on reserve. Of these two, one has arrived ("Object Relations and Spirituality..." ), and one is on the way ("Using Attachment Theory to Understand the Treatment of Adult Depression"). This will make a total of six articles on reserve (when the two being shipped arrive) with the remaining articles on your assignment/reading list available in Union's library or on one of the library's databases.
Paul Sorrell
Coordinator of Resource Sharing
Learn from Another Class: Don't Follow the Crowd!
As you all embark on doing the journal article assignments (4 by Monday)...learn a lesson from another class- in Blackboard, the first couple of students didn't read the assignment correctly and did the assignment wrong. Well, instead of reading the instructions (that were clear), the students that followed them just piggy-backed off of each other and all but two did it wrong. Don't assume that just because students post first, they know what they are doing.
Hopefully this tidbit will save some of you some headache.
I am impressed with the resourcefulness that I have seen as far as getting the articles together.
Also: Character Analysis reminder: ONLY ONE CHARACTER. NO OTHERS. If you do multiple characters, there is no way you will adequately address the questions. It is like getting a client, who has family members and friends, but only ONE is your client. This isn't a family therapy paper.
DON'T FORGET YOUR BOOK ON MONDAY THAT YOU USED FOR YOUR ANALYSIS. If you do, you may as well forget your paper along with it...It won't be graded or considered "in" until I have seen it.
See you on Monday!
Tuesday, October 7, 2008
Exam 1 Grades are In!
Exam grades are in. You can figure out your % by dividing your number by 65 (the number of points possible).
If you received below a "C", please make an appointment to see me. Feel free to drop by most of the day tomorrow if you want to see it or wed thur or fri next week. Otherwise I will just bring them to class at our next meeting.
Overall, I was very impressed with the exam. The most memorable skits were the exam questions most often answered right, so getting involved makes a big difference!
Make sure to check into Blackboard and the blog frequently.
Re: Your Book: (Suggestion) Get it right this minute. If you wait until next week, and try to read and write that paper in a matter of days, your grade will suffer, surely. If you need writing assistnace, make an appointment at the Hundley Center by tomorrow or thursday. You don't want to gamble with an 80 point project.
Great work on the exam!
Dr. Holmes
Monday, October 6, 2008
B.F. Skinner Video
http://www.youtube.com/watch?v=mm5FGrQEyBY
(have to copy and paste it in to your browser yourself).
Critical Book Assignment
Length: 3-5 Pages.
MUST bring actual book to class when you turn it in, I have to actually SEE the book you read. This paper is short, and it needs to demonstrate that you have read it. If you have gotten your information online, I will see it. If I suspect that it isn't your review or if you have not read the book, you will have to make an appointment with me. Make references to page numbers in your paper, use quotes.
Papers will not be accepted if the book is not with you on the due date. Early papers are accepted, you will just need to bring it by my office when I am in.
After reading your chosen book, critically think about the major character. The goal of this assignment is to evidence mastery of the course material by applying a theory that explains the behavior of the major character of the book that you read. Special attention should be given to the impact that diversity has had on the major character. Students should analyze the character within a person-in-environment framework and discuss the relevance of the various theories studied in HBSE I .
Questions that should be addressed in the written paper include, but need not be limited to the following:
A. How does the character display typical issues of that stage of human development?
Freud – Stage of psychosexual development
Erickson – Stages of psychosocial crises
Kohlberg – Stage of moral development
Use any material from the text that describes your chosen theory, and compare it to the character. For example, discuss the importance of peer groups to an adolescent, discuss the effect of school competence to a child in middle school, or discuss the career crisis of a woman in mid-life who develops a disability, etc. What other conflicts are evident in the role (race, gender, ethnicity, age, class, color, disability, family structure, marital status, national origin, sexual orientation, religion) or norms of the character? Is the character’s behavior in conflict with group, cultural or ethnic norms of his/her family or community system?
B. What is the nature of the interactions of the character with other systems (i.e. family, community, formal organizations, and society)? How does this shape his/her development and functioning? What is the socioeconomic status of the family or character? How does that impact the character’s development? Are there patterns of abuse, neglect, and/or addiction on the part of the character or his/her family members? How does that affect the character’s development? How does your chosen theory explain this?
C. Think of another theory that may offer explanation to the behavior of the client in your chosen book. How is this theory similar/different than your previous theory? Provide excerpts from text to help support your argument.
The paper can be organized into the three sections described above. Further directions for this paper will be discussed in class.
MUST bring actual book to class when you turn it in, I have to actually SEE the book you read. This paper is short, and it needs to demonstrate that you have read it. If you have gotten your information online, I will see it. If I suspect that it isn't your review or if you have not read the book, you will have to make an appointment with me. Make references to page numbers in your paper, use quotes.
Papers will not be accepted if the book is not with you on the due date. Early papers are accepted, you will just need to bring it by my office when I am in.
After reading your chosen book, critically think about the major character. The goal of this assignment is to evidence mastery of the course material by applying a theory that explains the behavior of the major character of the book that you read. Special attention should be given to the impact that diversity has had on the major character. Students should analyze the character within a person-in-environment framework and discuss the relevance of the various theories studied in HBSE I .
Questions that should be addressed in the written paper include, but need not be limited to the following:
A. How does the character display typical issues of that stage of human development?
Freud – Stage of psychosexual development
Erickson – Stages of psychosocial crises
Kohlberg – Stage of moral development
Use any material from the text that describes your chosen theory, and compare it to the character. For example, discuss the importance of peer groups to an adolescent, discuss the effect of school competence to a child in middle school, or discuss the career crisis of a woman in mid-life who develops a disability, etc. What other conflicts are evident in the role (race, gender, ethnicity, age, class, color, disability, family structure, marital status, national origin, sexual orientation, religion) or norms of the character? Is the character’s behavior in conflict with group, cultural or ethnic norms of his/her family or community system?
B. What is the nature of the interactions of the character with other systems (i.e. family, community, formal organizations, and society)? How does this shape his/her development and functioning? What is the socioeconomic status of the family or character? How does that impact the character’s development? Are there patterns of abuse, neglect, and/or addiction on the part of the character or his/her family members? How does that affect the character’s development? How does your chosen theory explain this?
C. Think of another theory that may offer explanation to the behavior of the client in your chosen book. How is this theory similar/different than your previous theory? Provide excerpts from text to help support your argument.
The paper can be organized into the three sections described above. Further directions for this paper will be discussed in class.
Due for 10/20/08
Critical Book Assignment
Complete at least 4 article responses
BRING YOUR BOOK USED FOR THE ANALYSIS PAPER
For each article, you need to rate at least 2 peers. Keep it even. In other words, if someone already has ratings, move on to the next person. Ratings are anonymous to your peers.
Caution: Don't always be one of the last to post. It will give the appearance that you are piggy- backing off others or that you are a procrastinator. Be original and cite outside references properly. All of these articles add up to a lot of points.
Class Next Week is ONLINE
Blackboard will have more information, and assignments. We will be working on getting caught up with the journal articles and it will give you time to "get it together"...
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