Fraser syllabus

78 Pages·2008·0.3 MB·English

THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL
School of Social Work

Course Number: SOWO 854

Course Title: Antisocial, Aggressive Behavior in Childhood and Early Adolescence:
Theory and Practice

Semester: Fall, 2008

Instructor: Mark W. Fraser, M.S.W., Ph.D.
Tate Professor for Children in Need
School of Social Work
TTK Building, Rm. 548J
Phone: [phone]
Email: [email protected]
FAX: [phone]

Office Hours: By appointment and Tuesday, 8:00-9:00

Course Description: This course explores theories and methods related to practice
with children whose behavior is disruptive, oppositional, aggressive, or otherwise
antisocial. Emphasis is placed on using protective and risk factors to design
ecologically and developmentally appropriate interventions.

Course Objectives: Upon completion of the course, students should be able to:

1. Identify and characterize the individual, family, school, peer, and community
determinants of conduct problems in childhood and early adolescence.

2. Describe and assess competing theories related to different forms of antisocial,
aggressive behavior.

3. Based on theories and research related to antisocial behavior, values in social
work, and the NASW Code of Ethics, conceptualize individual, family, school, and
community social interventions to prevent and treat conduct problems in
childhood.

4. Articulate and apply theory – in professional oral and written form – to the design
of social interventions with emphasis on cultural diversity, including the
adaptation of interventions on the basis of age, class, color, culture, disability,
ethnicity, family structure, gender, marital status, material hardship, national
origin, race, religion, spiritual development, sex, sexual orientation, and
populations at risk.

Expanded Course Description:
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The course extends and applies an ecological, life course perspective to the design of
advance practice strategies for antisocial, aggressive behavior in childhood and early
adolescence. Course content focuses on understanding the social (individual, peer,
family, school, and community), economic (local, regional, and national marketplaces),
and political (including the politics of hate and fear related to disability, gender, race.
sexual orientation, and other issues of difference) forces that define and shape conduct
problems. Emphasis is placed on the development and cultural adaptation of evidence-
based interventions.

Required Texts/Readings:

1. Allen-Meares, P., & Fraser, M. W. (2004). Intervention with children and
adolescents: An interdisciplinary perspective. Boston, MA: Allyn & Bacon.

2. Shoemaker, D. J. (2005). Theories of delinquency: An examination of
explanations of delinquent behavior (5th ed.). New York: Oxford University
Press.

Related Readings:

1. Putallaz, M., & Bierman, K. L. (Eds.). (2004). Aggression, antisocial behavior,
and violence among girls: A developmental perspective. New York, NY: Guilford
Press.

2. Underwood, M. K. (2003). Social aggression among girls. New York, NY: Guilford
Press.

Students will be required to conduct independent readings (at least 12 articles or current
books) on an issue related to conduct problems in childhood and early adolescence.
For these readings, see Course References and search journals such as: Child and
Family Social Work, Child Abuse and Neglect, Child and Adolescent Social Work
Journal, Child Development, Child Maltreatment, Children and Youth Services Review,
Clinical Psychology Review, Crime and Delinquency, Criminal Justice and Behavior,
Criminology, Development and Psychopathology, Deviant Behavior, Family and
Conciliation Courts Review, Hispanic Journal of Behavioral Sciences, Homicide Studies,
International Journal of Offender Therapy and Comparative Criminology, Journal of
Abnormal Child Psychology, Journal of Adolescence, Journal of Child and Family
Studies, Journal of Clinical Child Psychology, Journal of Clinical Child and Adolescent
Psychology, Journal of Community and Applied Social Psychology, Journal of
Community Psychology, Journal of Consulting and Clinical Psychology, Journal of Early
Adolescence, Journal of Gang Research, Journal of Interpersonal Violence, Journal of
Quantitative Criminology, Journal of Research on Adolescence, Journal of Research on
Crime and Delinquency, Journal of Social and Clinical Psychology, Journal of
Substance Abuse, Journal of Substance Abuse Treatment, Prevention Science,
Research in Social Work Practice, The Prison Journal, Violence against Women,
Violence and Abuse Abstracts, and Youth and Society.
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Teachng Methods:

Students are expected to complete assigned and independent readings, contribute to
the development of a positive learning environment in the seminar, and demonstrate
their learning through written assignments and seminar participation. Required
readings are identified on the proposed schedule. Students are expected also to
conduct independent readings of 12 or more articles or books related to a particular
substantive area in antisocial behavior. This reading should be reflected and cited in
the final paper.

Class Assignments:

A variety of individual and small group assignments that involve both oral and written
products is required. These consist of oral presentations, reaction papers, discussion
board participation, a Case Comparative paper, and an Interventive Project. In addition,
the final grade will be based on evaluation of seminar participation and seminar
leadership. The instructor will lecture on key concepts and content as needed, but the
course will be conducted as a seminar in advanced practice. For each class session,
students are expected to: attend class regularly and on time; complete all assigned
readings prior to class; complete all assignments as scheduled; and participate in class
discussions.

In that spirit, students will share responsibility for planning and facilitating class sessions
with the instructor. Each seminar participant will be expected to take a Seminar
Leadership role for one session. This will involve preparation for and conduct of a class
session. Plans for the session will be developed in consultation with the instructor.
Seminar Leadership will include:

(1) Selecting and presenting (via PowerPoint and discussion) appropriate
conceptual material from assigned, supplementary, and independent
reading;
(2) Preparing questions to focus discussion;
(3) Involving the class in the application of concepts;
(4) Facilitating discussion;
(5) Preparing a list of references and other materials (handouts).

A detailed description of oral and written assignments is appended to the Course
Outline. The evaluation criteria for Seminar Leadership and other assignments may be
found in the attached scoring rubrics.

Grading System:

Scoring rubrics are used for major written and oral assignments. The instructor will
judge seminar participation, Seminar Leadership, and oral presentations. The criteria
for participation include the quality of your contributions in class. Evidence of reading
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and application of ideas to practice will weigh more heavily than the frequency of
contributions. Oral class presentations will be judged as one might assess a
professional conference presentation. The instructor will rate preparation, organization,
content, use of handouts, overheads or PowerPoint slides, and oral style (clarity and
effectiveness in communication).

The course grade will be based on 100 points:

5 Small Group Assignment: Cultural Diversity and Child Development
5 Cultural Diversity: Spanking Research and Posting
5 Reaction Paper #1: Native American Culture and the Design of
Interventions
25 Case Comparison Paper
5 Reaction Paper #2: ‘Rites of Passage’ Program
20 Leadership of Seminar Session
25 Interventive Paper, consisting of Grading Criteria:
Poster Session Presentation (5) ♦ H — 100 – 94 points
Written Paper (20) ♦ P — 93 – 80
10 Seminar Participation ♦ L — 79 – 70
♦ F — 69 – 0

100 TOTAL POSSIBLE

Policy on Incomplete and Late Assignments:

Written assignments must be submitted when due. Unless otherwise indicated, they
should be prepared in print format in accordance with APA guidelines, the style required
by many leading journals in Social Work and related fields. Because written
assignments are the basis for scheduled class presentations, discussions, and
activities, late or incomplete submissions will be penalized 20% of the point total for the
assignment. Pay special attention to pp. 31-214 of the Publication Manual (5th ed.) of
the American Psychological Association (2001). Professional, APA style writing is
expected, and a small portion of the grade of each written assignment will relate to
precision and clarity in writing. Detailed descriptions, guidelines, and grading criteria for
each written assignment are attached.

A grade of Incomplete may be given on rare occasions when there is sufficient reason
to warrant it. It is the student’s responsibility to initiate a conversation with the instructor
to request an Incomplete — instructors have no responsibility to give an Incomplete
without such a request. Incompletes are given only for extenuating health, family, or
other circumstances.

Policy on Accommodations for Students with Disabilities:

Students with disabilities that affect their participation in the course and who wish to
have special accommodations should contact the University’s Disabilities Services.
Disabilities Services will notify the instructor that the student has a documented
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disability and may require accommodations. Students should discuss the specific
accommodations they require (e.g. changes in examination format) directly with the
instructor. Accommodations and services, which may include – but are not limited to –
note-takers, alternative testing, accessible class materials, and interpreters, may be
provided by Disability Services (Voice/TDD 962-8300; 966-4041). Learning Disability
Services (962-7227) may provide supportive services for students with learning
disabilities and attention-deficit/hyperactivity disorders. Students will be asked to
provide documentation of the disability/medical condition from an appropriate primary
care provider. Working with Disability Services and Learning Disability Services and
without lowering academic standards, the instructor will make reasonable
accommodations to reduce barriers caused by a student’s disability.

Policy on Academic Dishonesty:

Original work is expected. The UNC has a rich, long tradition of honor. If you have not
yet done so, please see the Student Code of Honor: http://honor.unc.edu/. Note that
plagiarism is defined in the Code as “deliberate or reckless representation of another’s
words, thoughts, or ideas as one’s own without attribution in connection with submission
of academic work, whether graded or otherwise.” Violations of the Honor Code result in
an “F” grade and referral to the Honor Court. From this website, here are some helpful
guidelines:

Quotations: When directly quoting an outside source, the borrowed text,
regardless of the amount, must be surrounded by quotation marks or block
quoted – single-spaced and indented beyond the normal margins. Every quote
must include a source – the author, title, page numbers, etc. – whether an
internal reference, footnote, or endnote is used in conjunction with a bibliography
page.

Paraphrasing or Citing an Idea: When summarizing an outside source or citing
another person's idea, quotation marks are not necessary, but the source must
be included.

Working on Group Projects: In many classes, group projects are required. When
preparing written reports, the names of all persons working on the project should
be included.

Code of Honor affirmation. If you have any questions, please refer to the APA
Style Guide, The SSW Manual, and the SSW Writing Guide for information on
attribution of quotes, plagiarism, and appropriate use of assistance in preparing
assignments. All written assignments should contain a signed pledge from you stating
that, "I have not given or received unauthorized aid in preparing this written work.”
The statement should appear on the title page of assignments.

Policies On The Use of Electronic Devices in the Classroom:
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The use of electronic devices for non-class related activities (e.g. checking email,
playing games, text messaging) is prohibited.

Other Policies/General Information:

Written assignments must be submitted in hard copy.

Course Website:

The course website may be found at: http://blackboard.unc.edu/ Several assignments
require access to the website. Frequent use of the website will be an indicator of
seminar participation. If they become necessary, changes in assignments will be
posted to the website. The website contains many useful resources and links.
Students are expected to let the instructor know immediately if they need assistance in
accessing or navigating the course website.
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COURSE OUTLINE

Date Topics and Assignments

August 19 INTRODUCTION

• Course Organization and Expectations
• Introduction to Course Website
• Challenges in Developing Programs That Work
• (Music as) Culture: The Influence of Music on Adolescent
Sexual Behavior

Resource:

Mendel, R. A. (2001). Less cost, more safety: Guiding lights for
reform in juvenile justice. Washington, DC: American Youth Policy
Forum.

Available: http://www.aypf.org/publications/lesscost/pages/full.pdf

Application of Script Theory: Does the kind of music to which you
listen influence behavior? Is music a cultural influence?

Optional Reading: Martino, S. C., Collins, R. L., Eliott, M. N.,
Strachman, A., Kanouse, D. E., & Berry, S. H. (2006).
Exposure to degrading versus nondegrading music lyrics
and sexual behavior among youth. Pediatrics, 118(1), 430-
441.

August 26 THE RISK AND PROTECTIVE FACTOR PERSPECTIVE:
ETHNICITY, CULTURE, GENDER, GLBT, AND POVERTY IN
CHILD DEVELOPMENT

• The Basic Risk and Protection Model for Childhood Problems
• Status of Children in the United States
• Defining Delinquency and Status Offenses
• Conduct Disorder
• Gender Differences
• Cultural Diversity

Readings:

Sameroff & Gutman, 2004 (in Allen-Meares & Fraser, pp. 9-26)

Cultural Diversity and Child Development: Group Presentation:
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Divide into groups of roughly equal size. With others in your group,
read one of the following chapters from Text #1 and prepare four
.ppt slides that summarize the authors’ points of view. Raise one
issue and lead a brief class discussion (Hint: See questions at the
end of each chapter). Submit your .ppt file electronically and be
sure that all group members are listed on the title slide. It is
expected that all group members will contribute significantly to
group projects. (This assignment is worth 5 points)

• Barbarin, McCandies, Coleman, & Atkinson (2004). Ethnicity
and culture. (Allen-Meares & Fraser, pp. 27-53)
• Potter (2004). Gender differences in childhood and
adolescence. (Allen-Meares & Fraser, pp. 54-79)
• Longres & Etnyre (2004). Social work practice with gay and
lesbian children and adolescents. (Allen-Meares & Fraser,
pp. 80-105)
• Linver, Fuligni, Hernandez, & Brooks-Gunn (2004). Poverty
and children development: Promising interventions. (Allen-
Meares & Fraser, pp. 106-129)

September 2 HISTORICAL ATTEMPTS TO EXPLAIN ANTISOCIAL BEHAVIOR:
DEMONIC POSSESSION TO BIOLOGICAL POSITIVISM

(cid:121)Demonic Theory: The devil made me do it!
(cid:121) Modern Satanic Cults: Back from the Dark Ages?
(cid:121)Classical Theory: Issues of Choice and Reasoning
(cid:121)Neo-Classical Theory: Does punishment work?
(cid:121)Biological and Biosocial Perspectives
Physical Appearance: Are bigger children bullies?
♦
Heredity: To what degree is aggressive behavior inherited?
♦
Disabilities
♦
Attention-Deficit Disorder
o
Developmental Disorders
o
Brain Research: What matter matters and when?
♦

Readings:

Shoemaker, 3-48

Giedd, J. N. (2004). Structural magnetic resonance imaging of the
adolescent brain. Annals of the New York Academy of Science,
1021, 77–85.

Romer, D., & Hennessy, M. (2007). A biosocial-affect model of
adolescent sensation seeking: The role of affect evaluation and
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peer-group influence in adolescent drug use. Prevention Science,
8, 89-101.

Additional (Enrichment) Resources:

Beaver, K. M., & Wright, J. P. (2005). Biosocial development and
delinquency involvement. Youth Violence and Juvenile Justice, 3,
168-192.

Lorber, M. F. (2004). Psychophysiology of aggression,
psychopathy, and conduct problems: A meta-analysis.
Psychological Bulletin, 130, 531-552.

Raine, A., Lencz, T., Bihrle, S., LaCasse, L, & Colletti, P. (2000).
Reduced prefrontal gray matter volume and reduced autonomic
activity in antisocial personality disorder. Archives of General
Psychiatry, 57, 119-127.

Raine, A., Moffitt, T. E., Caspi, A., Loeber, R., Stouthamer-Loeber,
M., & Lynam, D. (2005). Neurocognitive impairments in boys on
the life-course persistent antisocial path. Journal of Abnormal
Psychology, 114, 38-49.

Slade, E. P., & Wissow, L. S. (2004). Spanking in early childhood
and later behavior problems: A prospective study of infants and
young toddlers. Pediatrics, 113(5), 1321-1330

Research Project on Spanking (5 points): Interview at least three
people. Be prepared to discuss your findings in class. Ask: Is
spanking effective in controlling the behavior of disruptive children?
Why? Why not? After class, post your findings to the Discussion
Board. Discuss with others from the class your findings/views
on spanking. Make at least three postings, including posting
your findings. How do your findings relate to the findings of
others? Do you notice any gender or cultural differences? What
would you recommend to clients?

September 9-16 PSYCHOLOGICAL POSITIVISM AND ANTISOCIAL,
AGGRESSIVE BEHAVIOR

(cid:121)Intellience and Antisocial Behaivor
(cid:121)Psychoanalytic Theory
(cid:121)Personality Disorders
(cid:121)Behavioral Theory
(cid:121)Social Learning Theory
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(cid:121)Moral Development Theory (if time)

Readings:

Shoemaker, 49-80

Assignments: Case Comparison Proposal (1 page) Due Sept 16

Sept 23-30 SOCIOLOGICAL POSITIVISM AND ANTISOCIAL, AGGRESSIVE
BEHAVIOR: FROM THE CHICAGO SCHOOL TO MODERN
SOCIAL CONTROL THEORY

(cid:121)Social Disorganization and Anomie
(cid:121)Lower-Class-Based Theories: Lower-Class Culture?
(cid:121)Interpersonal or Situational Explanations: Differential Association
(cid:121)Social Control or ‘Bonding’ Theory: The Attachment Perspective

Readings: (Pace yourself over two weeks)

Shoemaker, 81-208

Reaction Paper: Native American Culture and the Design of
Interventions (5 points – due September 30)
Read Sanchez-Way, R., & Johnson, S. (2000, December). Cultural
practice in American Indian prevention programs. Juvenile Justice,
7(2), 20-30. Available:
http://www.ncjrs.org/pdffiles1/ojjdp/184747.pdf In a 1-2 page
paper, answer the questions below. Submit your paper with only
your PID on the title page. No citations (references to reading) are
necessary for this paper.

1. What is culture? How is it transmitted?
2. What risk factors are identified in the article?
3. How are culture, religion, and language incorporated into
prevention programs?
4. From a social control theory perspective, why might
fasting, sweatlodges, and smudging be important in
developing an intervention?

Additional (Enrichment) Resources:

Thaxton, S., & Agnew, R. (2004). The nonlinear effects of parental
and teacher attachment on delinquency: Disentangling strain from
social control explanations. Justice Quarterly, 21(4), 763-791.