Affirming the “S” in HBSE Through the Socio-Cultural Discourses of Lev Vygotsky,Barbara Myerhoff,Jerome Bruner,and Ken Gergen

Owing largely to the pioneering spirit of Sigmund Freud, social work's understanding of human behavior and development has supported individualist discourses that essentialize the self. Socio-cultural discourses present alternatives that strengthen the intentions of many social workers when they invoke the concept of human behavior in the social environment. In particular, Lev Vygotsky, Barbara Myerhoff, Jerome Bruner, and Ken Gergen offer compelling and salient accounts for genuinely regarding human behavior as embedded, even constituted by, social environments.     

Making Human Behavior Theory Real Through the Unreal: Fiction in the HBSE Classroom

This article examines the use of fictional literature as a method for helping students apply human behavior theory in competent practice. When students and educators read a poem, short essay, or novel, it allows them the opportunity to join together as an audience as they tease out teachable lessons from the story. The authors posit that when used in human behavior and the social environment courses, fictional literature allows educators and students to experience abstract content as more concrete. Following a brief literature review, we examine one novel through the lens of three different human behavior theories.     

The Bleaching Syndrome Among People of Color

ABSTRACT

In the aftermath of mass migrations from Europe, most Americans have been of European descent, i.e., “white.” From said migration light skin evolved as the American ideal not irrelevant to people of color. Using a sample of African-American college freshmen, hypotheses were formulated to assess extent of the problem and by inference the Bleaching Syndrome. According to these data, there is a statistically significant relationship between self-identified skin color correlated with light skin providing evidence of the Bleaching Syndrome (the conscious awareness of the cognitive and attitudinal levels of the similarities and differences between the dominant group mainstream and dominated out-group to negate one's self for the purposes of assimilation). Those who study people of color are then challenged to decipher the maze of tradition and create a suitable climate for the study of human behavior in the social environment. In this they will accommodate social justice and an overall ability of diverse groups to assimilate.     

An Exploratory Study of Opinions on Clickers and Class Participation From Students of Human Behavior in the Social Environment

Personal response systems, or clickers, were used in an undergraduate social work course as a way to facilitate class participation and discussion. At the end of the semester, students were asked to evaluate their experiences of using clickers. The data were organized into five themes: the clicker as a technological device, participation as a function of the clickers, quantifying participation, clickers fostered learning from others, and clickers allowed for knowledge checks. Discussion around these themes centered on how clickers can be used to facilitate Chickering and Gamson's principles for good educational practices.     

Absent in theory,invisible in practice: Queering HBSE for a more inclusive social work profession

A sound theoretical foundation is a necessary element of social work education that prepares students to confront the challenges of practice with critical knowledge of the human experience. Queer theory is a strength-based framework for understanding sexual and gender identities that fall outside of the current social norms, and offers a highly relevant and useful pathway for the education of social work practitioners. Despite its utility for enhancing understanding and acceptance of gender and sexual minority (SGM) people, it is underutilized in social work compared with other disciplines. Additionally, this study reports on the gender and sexual identities of social work students and their endorsement of help-seeking behaviors related to issues of gender and sexual nonconformity. These empirical-based perspectives undergird the tenets of queer theory and support its application in research endeavors aimed at better understanding the human experience. A theoretical and empirical-based argument is made for the queering of HBSE to strengthen both explicit and implicit curricula in social work education. This study expands on the limited usage of queer theory within social work and directly challenges the normative and binary nature of sexual and gender identity evident within the professional literature and implications for education and research are offered.