Course Syllabus
Instructor Contact Information
Lead Faculty Information
This course was designed by Dr. Lori Franklin. There are numerous sections of this course with varying faculty. This course may contain videos and content designed by another faculty to be used by all sections of this course.
Course Details
For a list of course activities, scroll to the bottom of this page.
Course Description
Within a social systems framework and biopsychosocial perspective, students learn empirically-based theories that deal with life-span development, family theory, and an introduction to small group dynamics and development. This course provides a theoretical foundation for micro and mezzo-level generalist practice.
Course Materials
- Berk, L. E. (2018). Exploring Lifespan Development (4th ed.). Boston: Pearson.
- American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.)
- National Association of Social Workers Code of Ethics for Social Workers (2021)
Social Work Competencies Alignment Table
| Competencies | Course Content |
Dimensions(s) |
|---|---|---|
| Competency 1 Demonstrate ethical and professional behavior |
Discussion Board, Lifespan Interview, Live Sessions |
|
| Competency 2 Engage diversity and difference in practice |
Discussion Board, Lifespan Interview with Simulation, Live Sessions |
|
| Competency 4 Engage in practice-informed research and research-informed practice |
Case Analysis, Lifespan Interview with Simulation |
|
| Competency 6 – Engage with individuals |
Discussion Board, Lifespan Interview with Simulation, Live Sessions |
|
| Competency 7 Assess individuals, families |
Case Analysis, Lifespan Interview with Simulation |
|
Grades
Breakdown
| Activity | Percentage |
|---|---|
| Case Analysis 1 | 40% |
| Case Analysis 2 | 40% |
| Attendance & Participation | 20% |
| 100% |
Scale
| Percentage | Letter Grade |
|---|---|
| 90–100% | A |
| 80–89% | B |
| 70–79% | C |
| 60–69% | D |
| Below 60% | F |
Course Components
Case Analysis 1 & 2
These assignments assess the student’s understanding and ability to integrate individual and family theories within a systems perspective. Using the case study,One Little Boy (located in Canvas), students will construct a comprehensive view of a family experiencing difficulty. This task develops integrative and critical thinking necessary for generalist assessment and intervention at the micro level. The first Case Analysis will focus on system’s theory, physical development, genetics, and epigenetics. The second Case Analysis will focus on attachment, parenting styles, and cognitive, social, and emotional development. Grades are assigned based on accuracy, thoroughness, and student’s demonstrated mastery of course competencies. Each Case Analysis assignment is worth 40% of the student’s final score.
Class Participation
Class attendance and participation is required. Scores are earned based on the student’s ongoing classroom civility, participation in class activities and discussions, demonstrated evidence of student mastery of course competencies and critical thinking, as well as the inclusion of course materials into discussions and class activities. Class attandance and participation is worth 20% of the student's final score. Please note that attendance is required for participation.
Course Policies
Communication
The best way to communicate with me is through email. If you have a question, I will respond as soon as possible, usually within 24 hours, other than over the weekend. If you would like to schedule a call, send me an email, give me a few dates and times that work with your schedule and I will confirm a time that works for me as well.
Late Policy
Extensions are granted only in emergencies and on a case-by-case basis. Extensions must be arranged in advance and will not be granted after the due date has passed. Communicating your needs in a manner suitable for the workplace is also a part of the professionalism competency.
School of Social Work Anti-Racism Statement
“The 2022 Educational Policies and Accreditation Standards (EPAS) affirms and strengthens the enduring commitment of social work education to principles of anti-racism, diversity, equity, and inclusion. The 2022 EPAS supports social work programs in developing a workforce of social workers who are knowledgeable about the ways positionality, power, privilege, and difference affect practice areas, and how social workers challenge systems of oppression that affect diverse populations.” - Excerpt taken from the CSWE Educational Policies and Accreditation Standards
University Academic Policies and Student Support
Land Acknowledgement
In brief, "The University of Oklahoma recognizes the historical connection our university has with its indigenous community. We acknowledge, honor and respect the diverse Indigenous peoples connected to this land. We fully recognize, support and advocate for the sovereign rights of all of Oklahoma’s 39 tribal nations. This acknowledgment is aligned with our university’s core value of creating a diverse and inclusive community. It is an institutional responsibility to recognize and acknowledge the people, culture and history that make up our entire OU Community." - Excerpt taken from the OU Land Acknowledgement Statement
Students are encouraged to explore where they live to identify those Tribal and Indigenous people whose lands are being occupied due to colonialist oppression.
Course Catalog
Search the OU Course Catalog.
Student Handbook
Please familiarize yourself with the OU Student Handbook.
Student Support Services
OU offers a variety of services to support students. For more information, please refer to the Student Support Module in your Orientation course.
Online Library
Access digital materials and other resources at OU Libraries.
Copyright Statement and Privacy Information
Sessions of this course may be recorded or live-streamed. These recordings are the intellectual property of the individual faculty member and may not be shared or reproduced without the explicit, written consent of the faculty member. In addition, the privacy rights of others such as students, guest lecturers, and providers of copyrighted material displayed in the recording may be of concern. Students may not share any course recordings with individuals not enrolled in the class or upload them to any other online environment.
Academic Integrity
As a member of the OU community, it is your responsibility to protect your educational investment by knowing and following the rules. The Student Code is available from the Office of the Vice President for Student Affairs and is contained in the Student's Guide to Academic Integrity.
Academic honesty is incredibly important in this course. Cheating is strictly prohibited at the University of Oklahoma because it devalues the degree you are working hard to get. Should you know of someone else engaging in academic misconduct, please report it to your instructor or directly to the Office of Academic Integrity. Your instructor has a professional obligation to report academic misconduct.
In addition to the course conduct policies outlined by your professor in the Course Syllabus in the online classroom, please review the Graduate Student Handbook.
Religious Observance
It is the policy of the University to excuse the absences of students that result from religious observances and to reschedule examinations and additional required classwork that may fall on religious holidays, without penalty. [See Faculty Handbook 3.15.2].
Reasonable Accommodation for Disabilities
The Accessibility and Disability Resource Center (ADRC) is committed to supporting students with disabilities to ensure that they can enjoy equal access to all components of their education. This includes your academics, housing, and community events. Please review OU's Accessibility Policy.
If you are experiencing a disability or a mental/medical health condition that has a significant impact on one or more life functions, you can receive accommodations to provide equal access. Possible disabilities include but are not limited to learning disabilities, AD(H)D, mental health, and chronic health. Additionally, we support students with temporary medical conditions (broken wrist, shoulder surgery, etc.) and pregnancy.
To discuss potential accommodations, please contact the ADRC at 730 College Avenue, (phone) 405-325-3852, or adrc@ou.edu.
Title IX Resources
For any concerns regarding gender-based discrimination, sexual harassment, sexual misconduct, stalking, or intimate partner violence, the University offers a variety of resources, including advocates on-call 24/7, counseling services, mutual no-contact orders, scheduling adjustments, and disciplinary sanctions against the perpetrator. To learn more or to report an incident, please contact the Institutional Equity Office (M-F, from 8-5, at 405-325-3546) or OU Advocates (available 24/7 at 405-615-0013).
Adjustments for Pregnancy/Childbirth-Related Issues
Should you need modifications or adjustments to your course requirements because of documented pregnancy-related or childbirth-related issues, please contact your instructor as soon as possible to discuss your options. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Learn more about the rights of pregnant and parenting students by consulting the FAQ sheets provided by the Institutional Equity Office.
Mental Health Support Services
If you are experiencing any mental health issues that are impacting your academic performance, counseling is available at the University Counseling Center (UCC). The Center is located on the second floor of the Goddard Health Center, at 620 Elm Rm. 201, Norman, OK 73019. To schedule an appointment, call 405-325-2911. For more information, please visit the University Counseling Center.
All OU online students have access to 24/7/365 mental health counseling and support through TELUS Health.
Course Summary:
| Date | Details | Due |
|---|---|---|