1. University of Illinois at Urbana-Champaign School of Social Work
SOCW 451: HBSE I: Human Development
Instructor: Micah Heumann Office: 2008
Phone: 217-418-0029 Office Hours: Tue/Thurs:
E-mail: mheumann@illinois.edu 12:00-1:00pm
COURSE DESCRIPTION
This course examines the major theories that inform social work's understanding of human
behavior in a variety of social contexts. It presents a bio-ecological systems framework, together
with a developmental approach in understanding the ways in which individuals, families, groups,
organizations, institutions, and communities interact. Issues of gender, race, ethnicity,
socioeconomic status, disability and sexual orientation are introduced so students can gain
understanding of how these components affect and influence development across the lifespan.
Enrollment preference given to students in the BSW & MSW programs. 3 hours undergraduate.
4 hours graduate.
COURSE OBJECTIVES
The dual objectives of this course are to: 1) gain an understanding of current, lifespan
developmental-ecological theory and research, and 2) reflect upon the implications for social
work practice and policy. By the end of the course students will:
1. Demonstrate accurate and comprehensive knowledge of research and theories regarding
lifespan development and the interplay between biological, psychological, social and
cultural factors. (Core Competencies: 1c, 3a, 3b, 4a, 4b, 6a, 6c, 7a, 7b, 10(d) a)
2. Demonstrate an understanding of the ways in which research informs professional social
work practice and challenges to the partnership of research and practice. (Core
Competencies: 3b, 3d, 6a, 6c, 6d, 7a, 7b, 10(b)d, 10(d)a, 10(d)d)
3. Demonstrate an understanding of various theories of human behavior in the context of
social work values and ethics, and be able to analyze and critique the major assumptions,
biases and values inherent in each theory with attention to how each describes normative,
as well as dysfunctional behavior. (Core Competencies: 1b, 4a, 4c, 4d, 4e, 4f)
4. Identify patterns of development that may require social work prevention and
intervention taking into account appropriate cultural considerations and value bases.
(Core Competencies: 3a, 3b, 6a, 6c, 7a, 10(a)a, 10(b)d)
5. Demonstrate an understanding of a developmental/ecological framework and apply this
perspective to assessments which take into account the differences and similarities in the
experiences, needs and beliefs of people related to gender, age, race, ethnicity,
socioeconomic status, disability and sexual orientation. (Core Competencies: 1c, 3a, 4a,
4c, 4d, 4e, 4f, 5a, 7a, 7b, 10(a)a)

2. 6. Identify the effects of social and economic injustice, institutional racism, oppression and
discrimination especially persons of color, women, children, disabled, gay/lesbians and
the impoverished. (Core Competencies: 1b, 3a, 4b, 4c, 5a, 7b, 10(a)a)
7. Gain an understanding of the ways in which systems promote or deter optimal
development and well-being, and develop strategies which strive to make social
institutions more humane and responsive to human needs. (Core Competencies: 4b, 4c,
5a, 5b, 5c, 10(c)d)
REQUIRED TEXTS
Steinberg, L., Bornstein, M., Vandell, D., and Rook, K. (2011), Lifespan development: Infancy
through adulthood. Belmont, CA: Wadsworth.
Waldfogel, J. (2006). What children need. Cambridge, MA: Harvard University Press.
Supplemental Readings: Additional readings will be available on the library e-reserve. These are
highlighted in the course outline.
DISABILITY ACCOMMODATIONS
To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities
must contact the instructor and the Division of Rehabilitation-Education Services (DRES) as
soon as possible at: 1207 S. Oak Street, Champaign, 333-4603, or email: disability@illinois.edu.
Accommodations cannot be made without a letter from DRES. It is recommended that if you
may need accommodations, you get this letter as early in the semester as possible.
DIVERSITY POLICY
As one of the foundation MSW courses that focus on the lifespan, diversity and intersectionality
will be essential components of this course. It is expected that you will feel challenged, and at
times uncomfortable, by discussions surrounding diverse groups and topics. Discomfort can help
us grow and learn. Creating and maintaining a positive and safe environment that is conducive to
this learning is a fundamental requirement for the work we will be doing in this course. Candid,
civil discussion and even (dis)agreement with colleagues and the instructor is expected and even
encouraged. However, in order to promote an atmosphere that is respectful, positive, safe, and
conducive to learning, we will establish ground rules for discussions and interactions during our
early class meetings. The value of our discussions and interactions depends on what you bring to
it. Each student and the instructor are responsible for their own personal contribution to the
atmosphere, environment, and overall classroom experience. The expectation that each one of us
will engage in respectful interactions and exhibit professional behaviors is non-negotiable.
If at any time you have concerns about a diversity issue being addressed in class (or not
being addressed), I invite you to talk with me about it. I expect open and honest
communication from my students and will return the same to you.

3. ACADEMIC INTEGRITY
To submit ideas or statements of others as your own work is plagiarism and will be taken very
seriously. Be sure to give proper credit where it is due and/or ask the instructor if you are
uncertain. All class participants are expected to adhere to University policies on academic
integrity and all policies included in the School of Social Work Handbook
http://www.socialwork.illinois.edu/current_students/documents/2009-2010MSWHandbook.pdf.
RECOMMENDED REFERENCE
Publication Manual of the American Psychological Association. Washington, DC: American
Psychological Association. (http://www.apa.org/journals/faq.html)
COURSE EXPECTATIONS
• Active participation in class sessions is central to learning and engaging with material
presented in this course. Excessive absences (more than a total of 2 classes) will result in a
lower grade. The instructor always appreciates notice of being unable to attend class or a need to
leave early (prior to the start of class). Notice should be given via email (except in cases of
emergencies).
• Students are expected to read all assigned materials and to be prepared to discuss the
material assigned for each class.
COURSE REQUIREMENTS
Structure of Class:
Early in the semester we will consider the importance of life stages in human development. The
book gives less attention to the classical theorists – Freud, Erikson and Piaget- and pays more
attention to sociocultural and dynamic perspectives. In class we will spend a little more time on
the psychosocial theoretical model set forth by Erik Erikson and we will consider how ecological
theory informs the study of human development, particularly the version described by Urie
Bronfenbrenner. Then we will spend time learning Glen Elder’s Life Course theory. The goal of
reviewing some of these theories is to help you to view theory as a conceptual framework for
organizing practice and policy issues concerning individuals in environments. During these
early classes we will focus on genetics, conception, and prenatal development.
The following classes will focus on a specific developmental period – infancy, early childhood,
middle childhood, early adolescence, late adolescence, young adulthood, middle adulthood, later
adulthood, and older age. Each of these classes will be divided into two parts. During the first
two hours, the readings will be discussed and the instructor will present additional overview
material not covered in the readings. Developmental stages, as well as diversity issues within
those stages, will be covered and discussed. During the final hour of the class, student groups
will present on specific topics relevant a life stage that is of concern to social work practitioners

4. and policymakers. Please see discussion under ‘Assignments’ for more details. The overarching
goal of the presentations is to engage the class in the pressing places to focus efforts, expand
approaches, uncover hidden voices, and/or tailor existing approaches within that particular
developmental period. Groups are urged to think critically about the existing safety net that
promotes developmental adaptation and/or where existing gaps currently exist.
COURSE SCHEDULE
Class Date Topic Readings
1 6-17 Introductions, Overview of
Course, Syllabus,
Discussion of
Assignments,
Intersectionality and
Diversity, Qualitative
Interviewing
2 6-19 Theories of Development:
Psychosocial Theory
1. Steinberg et al., (2011) – Chapter 1;
The Study of Human development
2. Erickson, E. (1963). Childhood and
society. New York: W.W. and Co.
Chapter 7. (Eight Stages of Man, pp.
247-274)
3. Gray, M. (2011). Back to Basics: A
critique of the strengths perspective in
social work (pages 5-11, recommended,
but not required)
3 6-24 Contemporary Theories of
Human Development:
Ecological Model
1. Steinberg et al. (2011): Chapter 2
2. Bronfenbrenner, W. (1999).
Environments in developmental
perspective: Theoretical and operational
models. (Read pages 1-28).
4 6-26 Conception, Prenatal
Development and Birth
1. Steinberg et al. (2011): Chapter 3,
Conception, Prenatal Development and
Birth
2. Waldfogel, J. Introduction and Chapter
1: Children and Families
3. Kelly, S. E. (2009). Choosing not to
choose: Reproductive responses of
parents of children with genetic
conditions or impairments. (Read pages
81-97)
5 7-1 No Class 1. Steinberg et al. (2011): Chapter 4,
Chapter 5, and Chapter 6
2. TBA
6 7-3 No Class Book Review Due

5. 7 7-8 Infancy (0-1)
Toddlerhood (2-3)
1. Waldfogel: Chapter 2: Infants and
Toddlers
2. Karen, R. (1990). Becoming attached.
(Read pages 35-70)
3. Chaplin et al (2010). Gender
differences in caregiver emotion
socialization of low-income toddlers.
(Read pages 11-27)
Group Presentation
8 7-10 Early Childhood (4-6) 1. Steinberg et al. (2011): Chapter 7 and
Chapter 8
2. Waldfogel – Chapter 3
3. Brown et al. (2009). Investigating
whether and when family ethnic/race
socialization improves academic
performance. (Read pages 385-404,
skim stats)
Group Presentation
Mid-semester Evaluations
9 7-15 Middle Childhood (7-12)
Review of Mid-semester
evaluations
1. Steinberg et al. (2011): Chapter 9 and
Chapter 10
2. Waldfogel: Chapter 4
3. Vanderburgh (2009). Appropriate
therapeutic care for families with pre-
pubescent transgender/gender-dissonant
children. (Read pages 135-154)
Group Presentation
10 7-17 Early Adolescence (13-15) 1. Steinberg et al. (2011): Chapter 11
2. Waldfogel: Chapter 5
3. Estrada et al. (2006). The legal rights of
LGBT youth in state custody: What
child welfare and juvenile justice
professionals need to know. (Read all)
Group Presentation
11 7-22 Late Adolescence (16-17) 1. Steinberg et al. (2011): Chapter 12
2. Waldfogel Chapter 6
3. Batalova & Fix (2011). Up for Grabs:
The gains and prospects of first- and
second-generation young adults. (Read
all)
Group Presentation (2)
12 7-24 Young Adulthood (18-40) 1. Steinberg et al. (2011): Chapter 13 and
Chapter 14
2. TBD
Group Presentation
13 7-29 Middle Adulthood (41-65) 1.Steinberg et al. (2011): Chapter 15 and

6. Chapter 16
2. Aranda (2008). Relationship between
religious involvement and psychological
well-being. A social justice perspective.
(Read pages 9-21)
Group Presentation
14 7-31 Later Adulthood (66-75) 1.Steinberg et al. (2011): Chapter 17 and
Chapter18
2. Chou (2012). Discrimination against
older workers: Current knowledge, future
research directions and implications for
social work. (Read pages 25-49).
Group Presentation
15 8-5 Older Age (76+) 1.Steinberg et al. (2011): Epilogue
2. Spector & Fremeth (1996). Sexual
behaviors and attitudes of geriatric
residents in long-term care facilities. (Read
pages 235-246).
Group Presentation
16 8-7 Reading Day No Class
17 8-8 Final Oral History Due
Assignments:
Assignments are intended to help you link theoretical perspectives to the lives and circumstances
of people, practice, and policy issues that are central to social work.
All assignments are expected to be completed on time. Late assignments are only accepted in
cases of extreme emergency. Late assignments are subject to a penalty of a 10% decrease (one
letter grade) per day they are late. Please contact the instructor prior to the deadline if you
anticipate your assignment will be late.
Papers will be graded on whether you demonstrate through your writing that you understand the
materials presented in class and through readings and that you are able to apply these ideas to
populations and social problems. Clarity of thinking and writing are important in these
assignments. Please consult the instructor early and often if you are in need of assistance with
writing.
Written assignments will be collected in the beginning of the class in which the assignment is
due. Please be sure your assignments identify your name.
Assignment Overview:
Assignment #1: Group Project/Presentation (DUE: 7-8 to 8-5): Each student will be
responsible for joining a team of 3 students to plan a part of the class during classes 4 through
15. Time will permit only one presentation per class. The first step is to identify a specific

7. developmental period that is of interest to you. Think flexibly about the age groups that interest
you. Challenge yourself to learn about a developmental stage that you are not drawn to.
Remember human lives are interlinked and every age period has connections to others before and
after. Please take a look at the course calendar and avoid selecting a week in which you have
another conflict. Once groups have been formed, identify an issue that is relevant to social work
and submit your topic no later than the 3rd
class. The topic should be relevant to a stage of the
life course and class discussion should be directed at issues relevant to social work practice and
understanding diverse populations. Presentations will be between 20-30 minutes in length
followed by some discussion (10 minutes). Below are some suggestions, however, feel free to
expand on this list.
Infancy: adoption studies of infants raised in orphanages; effects of trauma; nurse home visiting
interventions; prenatal exposure (alcohol, cigarettes, etc.); maternal health
Toddlerhood: autism; gender socialization, impact of pre-school, involvement in child welfare
system
Early childhood: Cultural differences in child rearing practices; early interventions with
children who have a developmental or physical disability
Middle childhood: School readiness; street children around the world; afterschool programs
Early Adolescence: Identity formation in ethnic minority youth, sexuality (gay, lesbian,
transgender youth; pregnancy); bullying
Late Adolescence: substance abuse; undocumented adolescents and developmental trajectories;
technology
Young Adulthood: foster youth who reach the age of majority in foster care; supported
employment and education; rural vs. urban opportunities in the transition to adulthood;
parenting; working parents; divorce; marriage; sexuality; spirituality and faith; social support
Middle Adulthood: Grandparents caring for children; divorce; health; work
Later Adulthood: Age discrimination; retirement, Medicare/Social Security; loss of
independence
Older Age: Dementia; hospice care; Medicare/social security; bereavement; sexuality in older
adults
Assignment #2: Book Review (Due 7-3): Review a book in 3-5 pages that targets the
intersection of human development and social practice and policy. In one way or another, each
book below focuses attention on the ways in which individuals shape and are shaped by the
contexts in which they live. In this review, highlight this intersection, identify the issue that is of
concern, the methods used to examine the issue and the implications for social work practice or
policy. Below are books that might be of interest to you. You are welcome to choose a different
book, however you are encouraged to consult with the instructor about how it fits the
requirements of the assignment. You should choose a book you have not read previously.

8. Bernstein, N. (2001). The lost children of Wilder: The epic struggle to change foster care. New
York, NY: Vintage Books.
Carr, P. & Kefalas, M. (2009). Hallowing out the middle: The rural brain drain and what it
means for America? Boston, MA: Beacon Press.
Didion, J. (2005). The year of magical thinking. New York, NY: Aflred A Knopf.
Fadiman, A. (1997). The spirit catches you and you fall down. A Hmong child, her American
doctors and the collision of two cultures. New York, NY: Farrar, Straus, & Giroux.
Freedman, M. (2011). The big shift: Navigating the new stage beyond mid-life. New York, NY:
Public Affairs.
Gray, M. L. (2009). Out in the country: Youth, media, and queer visibility in rural America. New
York, NY: NYU Press.
Hocchschild, A. (1989). The second shift. New York, NY: Penguin Books.
Hudley, E., Haight, W., & Miller, P. (2003). Raise up a child: Human development in an African
American family. New York, NY: Lyceum Books Inc.
Jamison, F. (1995). An unquiet mind: A memoir of moods and madness. New York, NY:
Random House.
Kaplan. E. (1997). Not our kind of girl: Unraveling the myths of black teenage motherhood.
Berkeley, CA: Berkeley University Press.
Klinenberg, E. (2002). Heat wave: A social autopsy of disaster in Chicago. Chicago, IL:
University of Chicago Press.
McLanahan, S., & Sandefur, G. (1994). Growing up with a single parent: What hurts, what
helps. Cambridge, MA: Harvard University Press.
Schlegel, A., & Barry, H. (1991). Adolescence: An Anthropological inquiry. New York, NY:
The Free Press.
Tough, P. (2008). Whatever it takes: Geoffrey Canada’s quest to change Harlem & America.
Boston, MA: Houghton Mifflin Co.
Wells, J. (2009). Glass castle: A memoir. New York, NY: Scribner.
Assignment #3: Oral History (Due 8-8, no late submissions): The final assignment involves
an oral history of an individual who differs from you in terms of race, class, age, ability,
religious affiliation, language, sexual orientation, nationality, etc. Choose an identity group
which you feel will be challenging to you. Is there a group you know very little about? Is there
an identity you feel you may have a difficult time working with? Be honest with yourself. This
assignment should challenge you academically, but also personally and professionally. We will
discuss the first day of class.

9. Your task is to identify the major events, people and circumstances in the person’s life that are
relevant to whom the person has or has not become. For this assignment, please record the
interview so that you may listen and type up your notes. Because this is a class assignment in a
graduate social work program, please remember the important use of self in your interviews and
the role of boundaries. You will be asking people to divulge personal information, which may
arouse deep and personal emotions. For this project, it is essential that you maintain a
professional relationship that allows you and the individual to feel safe about the interactions that
unfold.
It is recommended that you outline questions in advance and use these questions as a guide
during your interview. A few ideas for how to structure the interview are provided below. These
are merely a guide and you are encouraged to structure the interview in a way that you will find
useful. To guide this process, we will go over qualitative interviewing in class and you will
practice asking open-ended questions.
Example Guide:
Intro: The purpose of this interview is to understand from your perspective the major events and
experiences that have shaped who you are today. To gain understanding, I will be asking you to
describe your experiences in your own words. You are under no obligation to answer any
questions that you do not feel comfortable answering and we can stop at anytime. I would like to
audio record this interview to make sure I capture your perspective clearly. I will also take some
written notes during the interview. Do you have any questions before we begin?
Tell me about yourself?
How would you describe yourself to someone who did not know you?
When you think back, who or what are some of the major people that have had an impact on
you?
Tell me about the major events that have had an impact on you?
Oral History Paper
At the completion of the interview, you will write an oral history paper, approximately 15 pages
in length. This paper should include an in-depth description of your interview, but should not
read like a transcript. Tell a story about your interviewee. What has their life been like? How are
they different from and similar to you (but focus more on them)? Be sure to include relevant
social work (and related) research on areas applicable to your interviewee. Again, we will
discuss in class. The paper should be formatted in APA style, including cover page and
references.
Assignment Evaluation and Grading:
Group Presentation 50 points (25% of total grade)
Book Review 40 points (20% of total grade)
Oral History 90 points (45% of total grade)

10. Class participation and attendance 20 points (10% of total grade)
Grading Criteria
A 90-100%
B 80-89%
C 70-79%
D 60-69%
F 0-59%