A Curriculum for Human Behavior in the Social Environment

Abstract

SUMMARY Consensus has not been reached regarding the content of human behavior in the social environment (HBSE) courses in schools of social work. Changes in the CSWE Education Policy and Accreditation Standards reflect, in part, the needs of the people social workers serve and the tools necessary to properly equip social workers in that pursuit. While considering the degree of dissension and change within the academic environment, theories of intervention should also provide the practitioner with an understanding of how detrimental behavior develops as well as how undesirable behaviors can be modified or eliminated. It also must provide a description of normal as well as dysfunctional behavior. It is crucial, therefore, that any theory of behavioral change identify the antecedent conditions through which the disordered behavior was acquired. It also must provide very specific behavioral prescriptions and procedures that the practitioner can use to eliminate the undesirable behaviors. An indispensable component of any educational program is the development of critical thinking skills. The HBSE curriculum is no different, and especially requires the use of this skill. In order for students to properly evaluate the theories put before them while in the classroom or in practice, instruction must be given on how to evaluate and students given subsequent opportunities to apply these instructions. This article will focus on the micro and macro evidence-based curriculum, a new educational standard under the Council of Social Work Education, in the human behavior in the social environment module.

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