This course will review human development through the lifespan from a psychosocial approach with a special emphasis on early development and its influence on subsequent stages of development. The theories of Freud, Erikson, and Piaget will be emphasized to explicate different aspects and orientations of developmental theory. Students will be encouraged to apply their own experiences developmentally and/or those of people they know to the theories and information presented.
|Dates:||March 15-20, 2022|
|Format:||Face to Face|
|Location for on-site courses:||Südlager, Rose Barracks Education Center, Bldg. 223, 2nd Floor, Room 2.2, Rose Barracks, Vilseck, 92249, Germany|
|Hours:||Tuesday-Friday 6:00-9:30 p.m.|
|Saturday 8:30 a.m.-4:30 p.m.; Sunday 8:30 a.m.-4:30 p.m.|
|Last day to enroll or drop without penalty:||February 14, 2022|
|Name:||Mr. Gustavo Jimenez|
|Office address/location||Südlager, Rose Barracks Education Center, Bldg. 223, 3rd Floor, Room 3.13, Rose Barracks, Vilseck, 92249, Germany|
|Office hours||Monday- Tuesday & Thursday on Rose Barracks- Friday- 0830 – 1630; Wednesday on Tower Barracks- 0830- 1630|
|DSN and CIV phone||DSN: 476-2069 or CIV: 49-(0) 9662-83-2069|
|Professor:||Anthony P. Natale, MSW, PhD|
|Mailing Address:||Anne and Henry Zarrow Hall, 312,|
|Norman, OK 73019|
|Telephone Number:||(405) 325-1408|
|Professor availability:||The professor will be available via e-mail to students before and after the class sessions. On-site office hours are half an hour before and after each class session, by appointment.|
Student materials are available at the OU Bookstore Website at https://ou.textbookx.com/institutional/index.php. The website has book selling, renting, buying, returning, and order tracking capabilities. If you need help with an order, or if you have any questions contact the toll-free phone at 1-(855)-790-6637, agents are available from 9a – 5p (EST) Monday – Friday. Text prices are available online.
The purpose of this course is to help students:
All assignments are to be submitted to the correct folder on the Canvas course website.
Assignment 1 - Human Development Activity
Choose one of the ten possible human development activities below. Be sure to use content from the course textbook to assist with completing your chosen assignment.
Choice 1 - Childhood Observation (5 pages)
With parental permission, observe a child in the Early Childhood stage of development (ages 2-6) doing routine activities. Your observation of this child should be at least three hours. You can conduct one three-hour-long observation or break your observations into shorter segments. You are not required to engage in activities with the children, but can if the situation warrants such interaction. Be sure to document the dates and times of your observation and what was observed.
1. You should discuss what you observed and how it relates to one of the developmental theories in your textbook.
2. Describe how the child’s behavior matches or differs from the “normal” developmental milestones outlined in the theory.
1. Include your assessment of the child’s behavior.
2. Detail the biopsychosocial factors that could be/are impacting the child’s development and behavior.
3. Describe your assessment of the child’s future development.
Choice 2 - Exploring Attachment Security with Ecological Systems Theory (5 pages)
List as many factors as you can that might affect attachment security. Review Bronfenbrenner’s ecological systems theory.
1. For each factor you listed, determine the level of the environment (microsystem, mesosystem, exosystem, or macrosystem) with which it is associated.
2. Provide examples of bidirectional influences that contribute to attachment security.
3. Describe the circumstances under which third parties foster attachment security.
4. Explain how third parties compromise attachment security.
Choice 3 -Evaluating Gender-Stereotyped Toys (5 pages)
Visit a local toy or department store and evaluate toys that might encourage violence and gender stereotyping.
1. Describe to what extent do “masculine” toys emphasize violence and high activity.
2. Describe how “feminine” toys emphasize quiet, home-based, and prosocial pursuits
3. Observe and describe how “masculine” toys are separated from “feminine” toys.
4. Are gender-stereotyped toys heavily promoted at the front of the store or at the ends of aisles?
Choice 4 - Evaluating Gender-Stereotyped Television (5 pages)
Watch several children’s cartoons and/or obtain two or three children’s picture and beginning-reader books. Using examples from the cartoons and books,
1. Describe how males and females are represented.
2. Detail in what ways characters are portrayed in gender-stereotyped roles.
3. Determine if males and females are equally represented in exciting plot activities?
4. Describe how the behaviors, attitudes, and characteristics of male and female characters and determine if they are strongly gendered stereotyped?
Choice 5 - Promoting Self-Esteem in School-Age Children Presentation (15 PowerPoint slides)
You have been asked to speak to a group of parents and teachers about promoting self-esteem in school-age children. Prepare a PowerPoint presentation including:
1. Describe how the levels of self-esteem change during middle childhood
2. Using peer-reviewed research detail the factors that contribute to self-esteem change.
3. Describe some influences on self-esteem.
4. Detail the consequences of low self-esteem and extremely high self-esteem.
5. Describe some strategies for promoting self-esteem
a. Students should include research on mastery-oriented attributions and learned helplessness.
Choice 6 - Creating a Health Education Class for Adolescents (5 pages)
You have been asked to design a health education class for junior high and high school students. Using your course text and peer-reviewed publications for your guide:
1. Present a detailed list of topics you would include in your class including:
nutrition, sleep, sexuality, and substance use/abuse.
2. Describe how you would present abstinence education with information about preventing STDs and adolescent pregnancy. Be sure to cite literature to support your inclusions.
3. Detail how would you address issues surrounding sexual orientation.
4. Describe the cognitive changes during adolescence you will consider when planning your class.
5. Identify provide and explanation for any information that you would not include in your class.
Choice 7 - Popular Press Advice Regarding Parent–Child Sexuality Communication (5 pages)
1. Locate two articles in the popular press (Magazines such as Parents, Ladies’ Home Journal, Working Mother, and Redbook) that give parents information on adolescent sexuality or advice on discussing sex with their children.
2. Critique the articles they find by answering and providing an explanation for each question:
a. What topics are covered?
b. Are values discussed in addition to the biological details of sex?
c. Are the more difficult topics, such as homosexuality, contraception, and STDs, discussed?
d. What is the quality of the information in the articles?
e. Does the information seem accurate (supported by research in course text)?
f. What specific advice, if any, is given for improving communication between parents and children?
g. Are the articles culturally sensitive?
Choice 8 - Parent–Child Relationships in Adolescence (5 pages)
Prepare a speech for a local parent organization about parent–child relationships in adolescence.
Using the course text and peer-reviewed publications:
1. List topics to include in the presentation including:
a. Describe myths about parent–child relationships during adolescence?
b. Describe whether high levels of parent–child conflict are common in most families.
c. Detail behavioral changes parents can expect as children transition from middle childhood to adolescence.
d. Describe how parents should respond to their child’s growing need for autonomy?
e. Detail behaviors parents should avoid, and describe why.
Choice 9 - Partner Relationship Characteristics (6 pages)
Examine preferred characteristics of romantic partners by analyzing personal advertisements (ads) in the newspaper or on the Internet. If the selected newspaper or Internet site has a large number of personal ads, systematically sample the ads by reading every fifth number of ads.
1. Compare the preferred characteristics of partners in the ads with research on mate selection.
2. Identify and describe the characteristics women seek in a heterosexual partner.
3. Identify and describe the characteristics men seek in a heterosexual partner.
4. Identify and describe the characteristics women seek in a same-sex partner.
5. Identify and describe the characteristics men seek in a same-sex partner.
6. Detail any age differences in preferred characteristics.
7. Describe the characteristics that men and women reveal about themselves.
8. Determine if people seek partners like themselves.
9. Describe whether the advertisers seem to be seeking long-term or short-term relationships.
10. Explain whether the ads are representative of the general population’s preferred characteristics for romantic partners.
Choice 10 - Death Perceptions Interview (5 pages)
Interview a peer, a parent, and a grandparent (or another elder) about death anxiety. Record the answers to each question and identify the age and gender of the interviewees.
1. Please indicate whether you agree, disagree, or feel neutral about the following statements. After each statement, ask the interview to elaborate on their answers.
2. Closed-ended questions:
a. “Never feeling anything again after I die upsets me.”
b. “I hate the idea that I will be helpless after I die.”
c. “The total isolation of death is frightening to me.”
d. “The feeling that I will be missing out on so much after I die disturbs me.”
3. Open-ended questions:
a. The thing I fear most about death is?
b. What I believe happens after death is?
Assignment 2 – Course Participation
Students are asked to evaluate their participation at the end of the course based on:
· Demonstrated preparation for class by reading all course materials beforehand
· Active participation in class discussions
· Avoided cross-talking
· Punctual and consistent attendance
Assignment 3 - Psycho-Social Interviews (8 pages total)
Conduct short interviews with one person from each of three different developmental lifespans (early childhood - adolescence, early- middle adulthood, and late adulthood).
· For each interviewee in one page describe the subject and their responses. Follow each description with a one-page application of at least 5 developmental concepts relevant to that age. I.E. Use examples from their interview to illustrate physical, social, emotional, or cognitive development. (6 pages total)
· In two pages, describe the insights you gained about lifespan development by completing this assignment. What was most interesting to you? Most surprising? What are you encouraged to learn more about?
· Sample Interview Questions:
1. What do you care most about?
2. Who are the most important people in your life?
3. What do you do with most of your time?
4. What are your goals?
5. What advice would you give to someone our age?
6. Which stages of your life have been most enjoyable? The most important?
7. What have been some of the most significant events of your life? Why? What age were you at each event?
100-91 = A: Excellent: Work exceeds course expectations
90-81 = B: Good: Work meets course expectations
80-71 = C: Fair: Work marginally meets course expectations
70–61 = D: Poor: Work minimally meets course expectations
60 or below = F: Failure: Work does not meet course expectations
Attendance: Excused absences are defined in your student codebook. Outside of the exceptions in the codebook, you are expected to attend every class session. The lecture material and discussions are central to your learning. More than 6 hours of absence for the entire course will result in a reduction of your overall grade by 10 percent. If you miss between 7-9 hours, you will be responsible for completing a 10-page make-up assignment reflecting on the assigned readings for the missed class session. If you miss more than 9 hours of course in any semester, you will be asked to drop the course or alternatively receive a failing grade. You are responsible for all course information presented and/or materials passed out regardless of an absence. Be sure to contact a few students for updates.
· WARNING! Attendance is not a passive element of this course. To be counted as receiving full attendance points you MUST be actively engaged in the happenings of the course, participating in activities and dialogues. There are no exceptions. You will be actively working in long-term and short-term groups with your peers.
Inclement weather: If the university is closed for an extended period due to inclement weather, I will communicate with students about alternate arrangements. If all courses for an entire week are cancelled, I may decide to postpone the assignments. However, unless you are notified otherwise, please assume that assignments will be due as scheduled even if the university is closed.
Class Distractions: Electronic devices that distract the class by beeping, ringing, or prompting a student to leave the classroom must be turned to silent during class time. Other contacts can be made during the regular class break times. Students who do not adhere to this rule during class will be asked to leave and incur an absence upon a second warning. Refrain from non-class related activity - Reading during lecture or class activities, working on non-class material, texting, holding side conversations, sleeping (either sitting up or head down), and/or excessive doodling are examples of unaccepted classroom behavior.
In addition to your attendance, your professional presence is required for each class session. This means that you should come prepared to engage in and foster professional dialogue having read content relevant to the course. Refrain from cross-talking. Return from breaks punctually.
Academic Conduct: Each student should acquaint him or herself with the University’s codes, policies, and procedures involving academic misconduct, grievances, sexual and ethnic harassment and discrimination based on physical handicap. This information can be obtained at studentconduct.ou.edu .
Statement of Reasonable Accommodation: The University of Oklahoma is committed to providing reasonable accommodation for all students with disabilities. Any student in this course who has a disability that may prevent him or her from fully demonstrating his or her abilities should contact me personally as soon as possible so we can discuss accommodations necessary to ensure full participation and facilitate your educational opportunities. Students with disabilities must be registered with the Office of Disability Services prior to receiving accommodations in this course. The Office of Disability Services is located in Goddard Health Center, Suite 166, phone 405-325-3852 or TDD only 405-325-4173. For more information please see the Disability Resource Center website http://www.ou.edu/drc/home.html
Provost-Approved University Activities and Religious Observances: It is university policy “to excuse student absences that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays.” Therefore, a make-up exam will be given when it falls on a practiced religious holiday and/or for religious observances and “Provost- approved University-sponsored activities such as scholarly competition, fine arts performances...” and legally required activities, such as emergency military service and jury duty... (Student Codebook, p. 26)
Civility/Inclusivity Statement: We understand our members represent a rich variety of backgrounds and perspectives. The Human Relations Department is committed to providing an atmosphere for learning that respects diversity. While working together to build this community we ask all members to:
Health Insurance Portability and Accountability Act Statement: (HIPAA) In line with the new HIPAA regulations concerning protected health information, it is important that you understand that any client information that you share, either verbally or written, will need to be de-identified. This means that any information that would allow another to identify the person needs to be changed or eliminated. This includes obvious things like names and birth dates, but may also contain other information that is so unique to the person that it could allow for identification, including, but not limited to diagnosis, race/ethnicity, or gender. If diagnosis, race/ethnicity, or gender is directly related to the case presentation, it can be included if it will not allow for identification.
Honesty is a fundamental precept in all-academic activities, and you have a special obligation to observe the highest standards of honesty.
Academic misconduct includes:
1. Cheating (using unauthorized materials, information, or study aids in an academic exercise, plagiarism, falsification of records, unauthorized possession of
examinations, intimidation, and any and all other actions that may improperly affect the evaluation of a student’s academic performance or achievement);
2. Plagiarism which is the representation of the words or ideas of another as one’s own, including: (a) direct quotations without both attribution and indication that the
material is being directly quoted, e.g., quotation marks; (b) paraphrase without attribution; (c) paraphrase with or without attribution where the wording of the
original remains substantially intact and is represented as the author’s own; and (4) expression in one’s own words, but without attribution, or ideas, arguments,
lines or reasoning, facts, processes, or other products of the intellect where such material is learned from the work of another and is not part of the general fund of
common academic knowledge.
3. Assisting others with any such act.
4. Attempting to engage in such acts.
Penalties are listed in the Academic Code. For further information on academic misconduct please refer to the following link: http://integrity.ou.edu/students_guide.html
All acts of academic misconduct will be reported and adjudicated as prescribed by the Academic Misconduct Code at the University of Oklahoma.
To be successful in this class, all work on exams and quizzes must be yours and yours alone. You may not receive outside help. On examinations and quizzes you will never be permitted to use your notes, textbooks, calculators, or any other study aids. Should you see someone else engaging in this behavior, I encourage you to report it to myself or directly to the Office of Academic Integrity Programs. That student is devaluing not only their degree, but yours, too. Be aware that it is my professional obligation to report academic misconduct, which I will not hesitate to do. Sanctions for academic misconduct can include expulsion from the University and an F in this course, so don’t cheat. It’s simply not worth it.
Statement about the MHR Program Planner and Human Relations Website
Students should become familiar with the MHR Program Planner that was sent to each student upon admission into the program. The planner has a description of the HR program objectives and requirements, suggestions for graduate study, financial assistance, and graduation information. Of particular interest is the information on the comprehensive exams and the internship. For further information please visit the Department of Human Relations Website at: http://www.ou.edu/cas/hr
Technical Support Information:
If you experience technical problems, contact Information Technology by visiting their website at: http://webapps.ou.edu/it/ or contacting them by telephone at: (405) 325-HELP (4357).
Materials posted on the OU CANVAS system:
Access CANVAS at http://canvas.ou.edu; enter your OU NetID (4+4) and password, and select course to access material. Please contact your local the IT Help desk at 405-325-HELP if you require assistance. IT is available 24/7
Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.
Attendance and participation in interaction, individual assignments, group exercises, simulations, role playing, etc. are valuable aspects of any course because much of the learning comes from discussions in class with other students. It is expected that you attend all classes and be on time except for excused emergencies.
Excused absences are given for professor mandated activities or legally required activities such as emergencies or military assignments. It is the policy of the University to excuse absences of students that result from religious observances and to provide without penalty for the rescheduling of examinations and additional required class work that may fall on religious holidays. Unavoidable personal emergencies, including (but not limited to) serious illness; delays in getting to class because of accidents, etc.; deaths and funerals, and hazardous road conditions will be excused.
If you are obtaining financial assistance (TA, STAP, FA, VA, Scholarship, etc.) to pay all or part of your tuition cost, you must follow your funding agency/institution’s policy regarding “I” (Incomplete) grades unless the timeline is longer than what the University policy allows then you must adhere to the University policy. Students who receive Financial Aid must resolve/complete any “I” (Incomplete) grades by the end of the term or he/she may be placed on “financial aid probation.” If the “I” grade is not resolved/completed by the end of the following term, the student’s Financial Aid may be suspended make the student ineligible for further Financial Aid.
Students are responsible for meeting the guidelines of Tuition Assistance and Veterans Assistance. See the education counselor at your local education center for a complete description of your TA or VA requirements.
OU faculty will submit grades online through ONE not later than 30 days after the course end date. Course end dates are approximately one calendar month after the final seminar date on this syllabus and are provided on the official scheduling website for reference.
Academic Integrity and Student Conduct
Academic integrity means honesty and responsibility in scholarship. Academic assignments exist to help students learn; grades exist to show how fully this goal is attained. Therefore all work and all grades should result from the student's own understanding and effort.
Academic misconduct is any act which improperly affects the evaluation of a student’s academic performance or achievement. Misconduct occurs when the student either knows or reasonably should know that the act constitutes misconduct. Academic misconduct includes: cheating and using unauthorized materials on examinations and other assignments; improper collaboration, submitting the same assignment for different classes (self-plagiarism); fabrication, forgery, alteration of documents, lying, etc…in order to obtain an academic advantage; assisting others in academic misconduct; attempting to commit academic misconduct; destruction of property, hacking, etc…; intimidation and interference with integrity process; and plagiarism. All students should review the Student’s Guide to Academic Integrity at http://integrity.ou.edu/students_guide.html
Students and faculty each have responsibility for maintaining an appropriate learning environment. All students should review policies regarding student conduct at http://studentconduct.ou.edu/
The University of Oklahoma is committed to making its activities as accessible as possible. For accommodations on the basis of disability, please contact your local OU Site Director.
Adjustment 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 the professor as soon as possible to discuss. Generally, modifications will be made where medically necessary and similar in scope to accommodations based on temporary disability. Please see http://www.ou.edu/content/eoo/faqs/pregnancy-faqs.html.
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. Please contact the Sexual Misconduct Office at email@example.com or (405) 325-2215 (8-5), or the Sexual Assault Response Team at (405) 615 -0013 (24/7) to report an incident. To learn more about Title IX, please visit the Institutional Equity Office’s website at http://www.ou.edu/content/eoo.html
Extended Campus (also and formerly known as Advanced Programs) policy is to order books in paperback if available. Courses, dates, and professors are subject to change. Please check with your OU Site Director. Students should retain a copy of any assignments that are e/mailed to the professor for the course. Neither duplicating services nor office supplies are provided.
Any and all course materials, syllabus, lessons, lectures, etc. are the property of professor teaching the course and the Board of Regents of the University of Oklahoma and are protected under applicable copyright.
For more information about OU Extended Campus, visit our website at: http://www.goou.ou.edu/
Statement on Respect
The classroom should provide a safe learning environment where students can express their views without fear of reprisal. That freedom of expression must be balanced by demonstrated respect for other’s viewpoints and appropriate and reasonable sensitivity, especially within the context of scholarly disagreement. Disrespectful or uncivil dialogue (including, but not limited to, personal attacks, insults, or harassment) will not be tolerated.
It is important for students to be fully present during class to fully benefit from lectures, discussions, and experiential assignments. Class sessions may not be tape-recorded. All telephones and pagers should be turned off or placed on silent mode. Computers may not be used during class. Students who require an exception to this policy should discuss exceptional circumstances with the professor.
Anthony P. Natale, MSW, PhD
· Bachelor of Social Science, Washington State University
· Master of Social Work, Portland State University
· Doctor of Philosophy, Social Work, University of Denver
• Associate Professor - Anne and Henry School of Social Work 2005-present
• Advanced Programs Professor 2007-present
Frequently Taught Extended Campus (Advanced Programs) Courses
· SWK 5313 Social Welfare Policy
· HR 5113- Cultural Diversity in Human Relations
· HR 5013- Introduction to Graduate Studies in Human Relations
· HR 5043 – Psycho-Social Development
Major Areas of Teaching and Research Interest
• Administration and Community Practice
• Social Policy
• Lifespan Development
• Human Diversity and Oppression
Representative Publications and Presentations
Natale, A. P. (2008). HIV Transmission Factors: Denver MSM Culture and Contexts. Journal of HIV/AIDS and Social Services, 7 (3) 241-264. DOI: 10.1080/15381500802307500
Natale, A. P., & Moxley, D. P. (2009). Service engagement with high-risk men who have sex with men: Challenges and implications for social work. Journal of Social Work in Healthcare, 48 (1), 38-56. DOI: 10.1080/00981380802440536
Natale, A. P. (2009). HIV and AIDS: MSM needs, wants and desires for HIV prevention. Journal of Gay and Lesbian Social Services, 21 (1), 149-72. DOI: 10.1080/10538720802494768
Natale, A. P. (2009). Denver MSM socio-structural factors: Preliminary findings of perceived HIV transmission risk. Journal of HIV/AIDS and Social Services, 8 (1), 35-56. DOI: 10.1080/15381500902736152
Natale, A.P, Biswas, B., Urada, L., & Schyette, A. M. (2010). Global HIV and AIDS: Calling all social work educators. Social Work Education, 29 (1), 27-47. DOI: 10.1080/02615470902810868
Natale, A.P. & Baker, D.R. (2010). HIV/AIDS Scholarship: Bibliometric analysis of social work scholars, schools and journals. Journal of Social Work in Healthcare, 49 (7), 669-686. DOI: 10.1080/00981380903539467
Miller-Cribbs, J.E., Cagle, B.E., Natale, A.P., Cummings, Z. (2010). Thinking about think tanks: Strategies for progressive social work. Journal of Policy Practice. 9, 284–307. DOI: 10.1080/15588742.2010.487251
Keesee, M., Natale, A.P., Curiel, H. (2012). HIV positive Hispanic/Latinos who delay HIV care: barriers to care engagement. Journal of Social Work in Healthcare, 51 (5). doi:10.1080/00981389.2012.662208
Noyori-Corbett, C., Natale, A.P., New, H.R. (2014). Transnational Human Trafficking: A case study for educators. International Journal of Teaching and Case Studies (5) 3/4 , 235-251.
McLeod, D. A., Natale, A. P., & Johnson, Z. R. (2015). Comparing Theoretical Perspectives on Female Sexual Offending Behaviors: Applying a Trauma-Informed Lens. Journal of Human Behavior in the Social Environment, 25(8), 934-947
Knochel, A.K., Saltzburg, S., Rassi, S. & Natale, A. P. (2017). Transgender in the Academy: A case of multi-level innovations for Social Work Education. International Journal of Innovations in Education (4) 1, 1-15.
Gandy-Guedes, M., Havig, K., Natale, A. P., and McLeod, D.A. (2017). Trauma impacts on LGBTQ people: Lifespan development implications. In Dentato, M.P. (Ed.) Social Work Practice with the LGBTQ Community: Exploring Practice and Policy Factors. Chicago, IL: Oxford.
Natale, A. P., Havig, K., Gandy-Guedes, M., and McLeod, D.A. (2017). Policy practice with LGBTQ peoplee Advancing Civil Rights Equality and Equity. In Dentato, M.P. (Ed.) Social Work Practice with the LGBTQ Community: Exploring Practice and Policy Factors. Chicago, IL: Oxford.
Havig, K., Natale, A.P., McLeod, D.A., and Gandy-Guedes, M. (2017). Advancing Social and Economic Justice. In Dentato, M.P. (Ed.) Social Work Practice with the LGBTQ Community: Exploring Practice and Policy Factors. Chicago, IL: Oxford.
McLeod, D.A., Havig, K, Gandy-Guedes, Megan, E., & Natale, A.P. (2017). Intimate Partner Violence among LGBTQ people: trends, frameworks and treatments. In Dentato, M.P. (Ed.) Social Work Practice with the LGBTQ Community: Exploring Practice and Policy Factors. Chicago, IL: Oxford.
Representative Honors and Awards Received
Major Professional Affiliations
Council on Social Work Education – CSWE