Cynthia Sweier LMSW LMFT ACSW

Email: cynthiasweier@wayne.edu
Phone: 248 408 7563
HUMAN BEHAVIOR IN THE SOCIAL ENVIRONMENT
SW 3510 On-Line Course (3 credits)
Section 005

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
COURSE COMPETENCIES AND PRACTICE BEHAVIORS
2.1.3 Apply Critical thinking to inform and communicate professional judgments
Practice Behaviors:
Distinguish, appraise, and integrate multiple sources of knowledge, including research
based knowledge, and practice wisdom
2.1.4 Engage diversity and difference in practice
Practice Behaviors:
Recognize the extent to which a culture's structures and values may oppress, marginalize,
alienate, or create or enhance privilege and power; 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
2.1.7 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

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.
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 down-graded.
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.
GRADING AND ASSIGNMENTS
Assignment
Adolescent Paper
Oral Research Report
Quizzes
Ethnographic study of one's
family of origin
Final Exam

Perce
nt

Course Competency

26.5
7
16
26.5

4a, b, 7a, b
7b, 3a

24

3a, 4c, 7a, b

4a, b, c, 7,a b

Total
BENCHMARK ASSIGNMENT

100

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)
Grade distribution:
425-400 A
399.9-395A374.9-370 C 369.9-365
C-

395.9-390
B+
364.9-360
D+

389.9-385 B
359.9-355 D

384.9-380
B354.9-350
D-

379.9-375
C+

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.
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.

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 paper-based 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 on-line activities, blogs, discussion boards, class
preparedness and active class participation with consideration for others. When
students participate actively in class discussion boards and blogs, learning is
5

enhanced. To be able to participate actively and with relevance to the course subject
matter, it is important that you complete reading assignments It is the students
responsibility 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. You will use the class responsibility form attached to this syllabus to
complete at the end of the course.

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/

COURSE LEARNING UNITS

Unit

Content

Unit 1

Introduction and Overview of Course

What is human behavior? Why do social workers study
human behavior? How does human behavior relate to
social work practice?
A Multidimensional Framework for Assessing Social
Functioning
Dimension of Human Behavior and Social Environment
Ecological Perspective
Systems Theory
Multidimensional Framework
Life-span versus Life-Course Perspectives on
Human Development

September 2

Unit 2
September 9

Unit 3
September 16

Unit 4
September 23

Unit 5
September
30

Biophysical Dimension for Assessing Social Functioning

Biological Theories
Biological Growth and Development
Biochemical Systems in the Neurons Systems
Psychological Dimension for Assessing Social
Functioning
Psychodynamic Theory
Eriksons Psycho-social 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
Social Dimension for Assessing Social
Functioning
Social Theory
Ecological Systems Theory
Modern Functionalism Theory
Conflict Theories
Postmodernism and Theories of Society
Families and Groups

Assignme
nts

Ashford et
al.,
chapter 1

Ashford et
al.,
chapter 2
Ashford et
al.,
chapter 3

Ashford et
al.,
chapter 4

Support Systems, and Communities

Multicultural and Gender Considerations
Racial and Ethnic Considerations
Gender and Sexism
Homophobia
Unit 6
Pregnancy, Birth, and the Newborn
Biophysical Dimension
October 7
Biophysical Growth and Development
Biophysical Strengths and Hazards
Psychological Dimension
Family Ethnographic
Cognitive
Development
and Information
Study Due
Processing
Attitudes and Emotions
Social Cognition and Regulation
Psychological Strengths and Hazards
Social Dimension
Families, Groups Support Systems, and
Communities
Multicultural and Gender Considerations
Social Strengths and Hazards
UIA Module 4: Social, Cultural & Personal
Influences
Unit 7
October 14

Unit 8
October 21

Infancy
Biophysical Dimension
Biophysical Growth and Development
Biophysical Strengths and Hazards
Psychological Dimension
Cognitive Development and Information Processing
Piagets Sensorimotor Stage
Attitudes and Emotions
Attachment Theory
Social Cognition and Regulation
Psychological Strengths and Hazards
Social Dimension
Families and Groups
Support Systems and Communities
Multicultural and Gender Considerations
Social Strengths and Hazards
Early Childhood
Biophysical Dimensions
Biophysical Growth
Biophysical Strengths and Hazards
Psychological Dimension

Ashford et
al.,
chapter 5

Ashford et
al.,
chapter 6

Ashford et
al.,
chapter 7

Unit 9
October 28

Unit 10

Cognitive Development and Information

Processing
Piagets Preoperational Stage
Attitudes and Emotions
Aggression
Social Cognition and Regulation
Self-Esteem vs. Competency
Psychological Strengths and Hazards
Diagnostic and Assessment Issues
Anxiety Disorders
Childhood Depression
Social Dimension
Families and Groups
Parenting
Nontraditional Families
Effects of TV on Preschool Children
Support Systems and Communities
Preschool Environment
Multicultural and Gender Considerations
Social Strengths and Hazards
Child Abuse
Middle Childhood
Biophysical Dimensions
Biophysical Growth
Biophysical Strengths and Hazards
Psychological Dimension
Cognitive Development and Information
Processing
Communication
Attitudes and Emotions
Psychological Strengths and Hazards
Attention Deficit Hyperactivity Disorder
Social Dimension
Families and Groups
Parental Relationship and Discipline
Support Systems, and Communities
Power of Peers
Multicultural and Gender Considerations
Social Strengths and Hazards
Marital Conflict and Divorce
Adolescence
Biophysical Dimensions

Ashford et
al.,
chapter 8

Ashford et
al.,
9

November 4
Adolescent Paper
Due

Unit 11
November 11

Unit 12
November 18

Biophysical Growth and Development

Puberty Process
Biophysical Strengths and Hazards
Psychological Dimension
Cognitive Development and Information
Processing
Racial Differences and Intellectual Ability
Identity
Moral Development Theory
Developmental Theory
Psychological Strengths and Hazards
Delinquency
Social Dimension
Families and Groups
Development of Autonomy:
Peers Pressure, Conformity and
Friendships
Support Systems and Communities
Multicultural and Gender Considerations
Heterosexuality & Homosexuality
Social Strengths and Hazards
Adolescent Pregnancy and Childbirth:
Sexually Transmitted Diseases
Alcohol and Other Drug Use
Young Adulthood
Biophysical Dimensions
Reproductive system
Health
Psychological Dimension
Processing
Communication
Attitudes and emotions
Social Dimension
Groups and families
Communities and support systems
Multicultural, Gender, and spiritual
considerations
Middle Adulthood
Biophysical Dimensions
Biophysical Growth and Development
Menopause
Psychological Dimension

chapter 9

Ashford et
al.,
chapter 10

Ashford et
al.,
chapter 11

10

Unit 13
November 25

Cognitive Development and Information

Processing
Attitudes and Emotions
Midlife Crisis
Psychological Strengths and Hazards
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
Multicultural and Gender Considerations
Social Strengths and Hazards
Late Adulthood
Biophysical Dimensions
Biophysical Growth and Development
Sexuality
Biophysical Strengths and Hazards
Chronic Health Problems
Alcoholism in Late Adulthood
Psychological Dimension
Cognitive Development and Information
Processing
Information Processing, Memory, and
Learning
Attitudes and Emotions
Grief and Loss
Psychological Hazards
Alzheimers Disease
Depression/Suicide
Social Dimension
Families and Groups
Support Systems, and Communities
Relationships with Family, Couples, Children,
and Friendships
Religion and Spirituality
Hospice
Retirement
Multicultural and Gender Considerations
Social Strengths and Hazards
Elder Abuse

Ashford et
al.,
chapter 12

11


Unit 14
December 2

Discrimination

Class responsibility
Final Exam

SW 3510
Methods and Standards Statement
Assignments

Adolescent
Paper

Course
Competencies

4a, b, 7a, b

Ethnographi
c Study of
Ones
family
4a, b, c
7a, b

Oral
Research
Report

Final
Exam

3a, 7b

3a, 4c,
7a, b

Assessment Scale
Performance
Students will
demonstrate the
ability to use
conceptual
frameworks in
analysis and will
apply this
knowledge to person
in environment.

Excellent
95-100
Student
demonstrates an
accurate and
complete
understanding of
the theories (topics).

Good
90-94
Student
demonstrates
adequate
understanding of
the theories (topics).

Satisfactory
83-89
Student does not
demonstrate
accurate
understanding of
the theories (topics),
but makes an effort.

Poor
82 and below
Student is
unable to
demonstrate a
clear
understanding
of theories
(topics).

Assignments
Assignment
Adolescent paper

Excellent
Organizes and
synthesizes
evidence to reveal
insightful and
relevant
information
including varying
perspectives

Good
Adequately
presents key
topics; some data
requires further
explanation.

Satisfactory
A basic grasp of
the subject matter
is demonstrated;
leaves out relevant
aspects of the
topics (theories).

Poor
A limited grasp of
the subject matter
is demonstrated;
does not
demonstrate
accurate
understanding of
topics (theories).

Ethnographic
Study of ones
family

A comprehensive
grasp of the subject
matter is
demonstrated
including in depth
understanding of
relevant concepts

Demonstrates
understanding of
most key concepts;
limited evidence
and support.

Demonstrates a
limited
understanding of
key concepts;
minimal or
irrelevant evidence
to support

Does not
demonstrate an
understanding of
topic; no evidence
to support ideas

12

Oral Research
Report

Final Exam

and theories
Demonstrates a
high level of
understanding of
key concepts
(theories)
Demonstrates
accurate and
complete
understanding of
topics; supports
conclusions with
evidence

Demonstrates an
adequate
understanding of
concepts (theories)
Demonstrates
considerable
understanding of
assigned topics;
some data requires
further
explanation.

conclusions
Demonstrates
limited
understanding and
knowledge of
concepts (theories)
Demonstrates
limited knowledge
of key topics;
missing content
and data.

Unable to
demonstrate
understanding of
concepts
(theories).
Unable to
demonstrate
understanding of
key topics.

COURSE ASSIGNMENTS
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). You 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 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. Students will include a genogram of their 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. All papers must be submitted through Safe Assign.
Due October 7th, 2014
Rubric for Ethnographic Study of a Family
Student
Requirements
Cite relevant literature related to family
culture, ethnicity, development (3
references)

Points
Availabl
e
15

Points
Achieve
d

13

Comprehensiveness of concepts and

objectives of assignment

20

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?

10

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

20

Use of Ethnographic research techniques

(artifacts, documents, photos, observations,
interviews)

Genogram

Appropriate APA format; clarity of

expression, grammar and spelling
Total

5
100

/100

B. Quizzes (70 points). Students will take periodic quizzes throughout the semester
over readings. Quizzes will be given in varied formats (multiple choice, short
answer, essay). Quizzes will be geared to ensuring that class materials are read.
All quizzes must be turned in on the day the material is covered.
B. 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
14

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. All papers must be submitted through Safe Assign.
Due November 4th, 2014
Rubric for adolescent paper
Requirements
1. Significant life events experienced during
adolescence

Points
Earned
15

2. Effect these life events and issues had on you at the

time and may currently still have on you

15

3. Sexuality

10

4. Drugs

10

5. Peer pressure

10

6. Body Image

10

7. Family dynamics

10

8. Issues of diversity

10

9. Appropriate format and style (APA)

10.

Total

Clarity of expression, grammar and spelling

Points
Achieved

5
100

/100

D. Oral Research Report (30 points). Students are to sign up for one topic in which
they will make an oral report on related behavioral science research study
reported in scholarly journals. This may be selected from the bibliography
attached or located by the student in a current journal (published since 2000).
Students should base their report on at least 2 scholarly articles related to the
topic. Students should provide a 10-15 minute presentation. The presentation will
be due when the topic is covered in the class syllabus. A handout summarizing the
15

2 articles read and listing key information of utility to social workers should be
emailed to each class member and the instructor (1-2 pages). The research studies
should be summarized and critiqued. Presentation of information will be
considered when grading this assignment.

16

Rubric for Research Report

Student
Points
Available

Requirements
Report on 2 scholarly Journals: The speaking skills of the

Points
Achieved

presenter (delivery), as well as the structure and content of the

presentation should all be considered in the overall assessment of
the quality of the oral presentation.
Article summaries are clearly stated and discussed
a. Article 1
b. Article 2

Article critiques are clearly articulated

a. Article 1
b. Article 2

Handout to class includes summaries of both articles: 1-2 pages

with a list of key information useful to social workers

The conclusion provides a clear summary of the key content

points and reinforces the main purpose of the presentation.

Questions are clearly and correctly answered by the speaker.

[Speaker demonstrates sufficient knowledge of the material and

answers the audience's questions directly; questions were also
created by the speaker for the class.]

Total

30

E.

/30

Final Exam (100 points). The final exam will focus on how biological,
psychological social, cultural, and spiritual dimensions influence human
development.
Bibliography
17

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.
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:
18

Brunner-Routeledge.
Hudley, E., Haight, W., & Miller, P. (2003/2009). Raise up a child: Human development in an AfricanAmerican 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
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).
19

Elder mistreatment: abuse, neglect and exploitation in an aging America. Washington, DC. NRCP
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
development. Washington, DC: National Academy Press.
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: Implications
for health and wellness. Journal of Social Work Education, 39(2), 169-189.
Turner, S. R. (2003). Neurologic aspects of Alzheimers disease. In P.A. Lichtenberg, D.L. Murman, &
A. M. Mellow (Eds.), Handbook of dementia (pp. 1-24). New York: Wiley.

20

21