Social Work (SW)

This course will provide a foundational understanding of human biology with emphasis on the biological bases of behaviors and issues of concern to social workers. This course is designed to meet the human biology prerequisites for Masters in Social Work students, and will cover the basics of human biology including anatomical systems and structures, development from conception through aging and death; genetics, evolution, and biological and environmental interactions. The focus of the course is not only on biology but also on the critical analysis of the interplay between human biology and social issues. Discussions will cover the biological bases of phenomena including but not limited to addictions, mental illness, sexuality, and aggression. Emphasis throughout the course also will be placed on biological processes related to trauma and stress.

The purpose of this course is to critically examine how individuals with mental health disorders and their families are portrayed in, and often stigmatized by popular culture and diverse forms of media, including broadcast, various film genres, video games, print media, and social media. Students will also explore how media can be used to reduce the stigmatization and marginalization of people with mental health disorders.

Have you ever wondered why you think the way you do? Have you ever wondered why you immediately connect, or not, with certain people? Have you ever thought about how this will impact your future in regards to both your personal friendships and professional relationships? This class will assist you in beginning the journey of understanding how it is you came to be who you are and how you came to think the way you do by examining the impact that your family has had and continues to have on you.

This foundational course examines historic and contemporary anti-Black racism and white supremacy in the United States. Students will analyze policies and strategies to identify, challenge, and transform the values, structures, and behaviors that perpetuate systemic racism, white supremacy and anti-blackness. Students will also engage in self-reflection, develop self-awareness, and participate in critical analysis of systems of privilege and oppression, as well develop personal strategies for becoming antiracist and facilitating change in communities and society.

This course focuses on the nuts and bolts of organizing and the strategies that inform advocacy with an emphasis on the roles social capital has on networking effectively across groups and systems. Because the skills and tasks of organizing and advocacy are predominately to catalyze and agitate for change, students will examine relevant policies and learn how to identify and map the distribution of power they promote particularly as they influence access to services and support in neighborhoods and communities. With an understanding of power and its impact on community capacity building, students will explore and engage in opportunities to apply cross-cultural communication in traditional media and public speaking. Likewise, they will examine and evaluate the impact these engagement activities and strategies have on access to services and support in neighborhoods and communities.

The purpose of this course is to familiarize students with social media and social networking as they influence community change. Specifically, students will be introduced to the fundamental terms and concepts of social media and networking, including various interfaces, tools, and platforms that may be leveraged to promote community change and development. Students will also explore existing scholarship and best practices, as well as issues of social justice, burdens of adversity, social disadvantage, and human rights as they apply to the democratization of technology. Students will examine the challenges, opportunities, and future applications of social media and networking related to community change.

The one credit UB Seminar is focused on a big idea or challenging issue to engage students with questions of significance in a field of study and, ultimately, to connect their studies with issues of consequence in the wider world. Essential to the UB Curriculum, the Seminar helps transition to UB through an early connection to UB faculty and the undergraduate experience at a comprehensive, research university. This course is equivalent to any 198 offered in any subject. This course is a controlled enrollment (impacted) course. Students who have previously attempted the course and received a grade of F or R may not be able to repeat the course during the fall or spring semester.

The three credit UB Seminar is focused on a big idea or challenging issue to engage students with questions of significance in a field of study and, ultimately, to connect their studies with issues of consequence in the wider world. Essential to the UB Curriculum, the Seminar helps students with common learning outcomes focused on fundamental expectations for critical thinking, ethical reasoning, and oral communication, and learning at a university, all within topic focused subject matter. The Seminars provide students with an early connection to UB faculty and the undergraduate experience at a comprehensive, research university. This course is equivalent to any 199 offered in any subject. This course is a controlled enrollment (impacted) course. Students who have previously attempted the course and received a grade of F or R may not be able to repeat the course during the fall or spring semester.

This course provides a general introduction to the history, organizations, strategies, and practice issues related to community organizing and development. Specifically, this course examines different types of community organizing and development approaches including, but not limited to workforce development, neighborhood revitalization, and arts and culture. Current trends and strategies for organizing residents and collaborating with community-based organizations on development initiatives are explored. This course also introduces empowerment, strengths-based, human rights, and trauma-informed perspectives as frameworks for developing, exploring, and analyzing community organizing and development efforts in urban and rural settings.

This course provides the foundational knowledge to understand and recognize child maltreatment in diverse settings. The course covers the historical and comparative perspectives, including a trauma-informed and human rights perspective, on child maltreatment, with an emphasis on improving outcomes for children and families. This course is designed for, but not limited to, students who are interested in public health, social work, human services, nursing and other health professions, sociology, psychology, law, and education.

This course will explore legal and policy developments pertaining to climate change. Approaches considered will range in jurisdictional scale, temporal scope, policy orientation, regulatory target, and regulatory objective. Although course readings and discussion will focus on existing and proposed responses to climate change, the overarching aim of the course will be to anticipate how the climate change problem will affect our laws, our organizations, and our lives in the long run. This course provides students with an understanding of the ways in which the history of community organizing and development informs community theory and policy across urban and rural settings. With an emphasis on group development theory, students will be introduced to the major theories and policies that impact neighborhood/community capacity, including but not limited to theories of poverty, inequality, human rights, urban and rural community organizing and development, and neighborhood organizing. A particular focus is the intersection of these theories and policies within this framework that can create social capital and foster entrepreneurship, social innovation, and cross-sector collaboration.

This course focuses on community responses to child maltreatment and the clashes between the current structures, societal values, and investment in child wellbeing. The course explores responses, including trauma-informed and human rights approaches, across multiple community systems, including child welfare agencies, social safety nets, health care systems, law enforcement, and schools. This course is designed for students across many majors, including students who are interested in public health, social work, human services, nursing and other health professions, sociology, psychology, law, and education.

This course is designed to increase student understanding of the adverse experiences of children growing up in various countries. The purpose of this course is to expose students to considerations of socioeconomics, health, culture, religion, and politics and how these affect the welfare and well-being of children across the world. This course examines advocacy efforts using a trauma-informed, human rights framework.

This course focuses on development of leadership skills and strategies that foster community engagement and strengthen the natural leadership of residents within communities. Students will examine theories of leadership and the ways in which they influence organizational structures that promote community well-being. Central to this course is the acquisition of strategies that can be used to enhance the development of skills as well as the exercise of leadership by community residents. Likewise, they will explore the mechanisms that support opportunities for collaboration across social, political, legal, and financial systems and the communication patterns that influence success.

This course is designed to provide students with practical and theoretical knowledge and skills for addressing and resolving conflict through the use of mediation and negotiation strategies and tactics. Students will explore the ways in which power operates in a variety of approaches, theories, and perspectives, including conflict theories and styles, strategies for empowering relevant parties in managing conflict through negotiation, and techniques and frameworks for third party intervention. Students also will critically analyze methods of conflict management integrating concepts of human rights, trauma, and restorative practice within various contexts.

The purpose of this course is to provide students with an opportunity to examine Black male-female relationships in the United States of America. Central to this course are the tenets of the Black perspective and perspectives of strength and resiliency. Black male-female relationships will be explored through the lens of historical and current day trauma. Specifically, the effects of the consistent violation of human rights among Black Americans and the structural forces and systemic inequality that impact Black male-female relationships will be examined. The ability of many Black male-female relationships to continue to thrive amid inequity will be celebrated. Strategies for sustaining and cultivating healthy Black male-female relationships will be discussed.

This course focuses on the development of wealth within low-income neighborhoods and communities. Students are introduced to traditional and nontraditional strategies that can be used to foster sustainable investment, home ownership and diverse job growth in them. Traditional financial development opportunities may include the use of Community Investment and Community Development funding while nontraditional and innovative methods may include the use of lending circles, sharing economies and land-trusts for the preservation of green space and pocket parks. Using a case-based approach, students will examine the role, influence and implications of asset-based investments in other sectors such as education, infrastructure, medical services, and the environment in sustainable economic development.

This course focuses on specific organizing and development strategies and the acquisition of skills needed for practical engagement with members of the community. With an emphasis on experiential learning, students apply interpersonal skills and gain expertise in collaborative communication, engagement, consensus building and empowerment as they work in partnership with local agencies and organizations. A minimum of 126 contact hours are required to complete the course, including 5 hours with the instructor, 107 contact hours with the agency, and 14 hours allowed for travel time.