Test Bank For Brooks/Cole Empowerment Series: Human Behavior in the Macro
Social Environment
Chapter 1 Introduction to Human Behavior in the Macro Social
Environment
Chapter 1
Introduction to Human Behavior in the Macro Social Environment
Competencies/Practice Behaviors Exercise 1.1
Where Do You Come From?
Focus Competencies or Practice Behaviors:
• EP 2.1.1b Practice personal reflection and self-correction to assure continual
professional development
• EP 2.1.4c Recognize and communicate their understanding of the importance of
difference in shaping life experiences
• EP 2.1.10a Substantively and affectively prepare for action with individuals,
families, groups, organizations, and communities
A. Brief Description
Students describe their community of origin, compare these backgrounds with
each other, and analyze community strengths and weaknesses.
B. Objectives
Students will:
1. Describe the community where they grew up.
2. Compare their own community of origin with others.
3. Evaluate variables that contribute to the strengths or weaknesses of a
community in order to understand the ways a community social system
“promote[s] or deter[s] people in maintaining or achieving health and
well-being.”1
C. Procedure
1. Review the content on variables characterizing communities.
2. Ask students individually to write down their answers to the questions
posed below that focus on a range of variables (italicized below in section
D) characterizing their home communities (Kirst-Ashman & Hull, 2009).
3. Divide the class into small groups of four to six.
4. Instruct group members to share their descriptions of their home
communities with others in the group, and compare and contrast these
descriptions. (Indicate that a volunteer from each group should be
prepared to share the group’s findings with the entire class in a subsequent
discussion.)
1 See EPAS EP 2.1.7. (“Apply knowledge of human behavior and the social environment."
1
,Test Bank For Brooks/Cole Empowerment Series: Human Behavior in the Macro
Social Environment
Chapter 1 Introduction to Human Behavior in the Macro Social
Environment
5. After about 10 minutes, ask the small groups to terminate their discussions
and participate in a full-class discussion concerning their findings.
6. Ask the representative from each group to share her or his summary of the
discussion. Encourage comments from others in the class.
7. Ask the class to discuss what aspects contribute to the strengths and
weaknesses of a community. Ask students how they would describe an
ideal community.
D. Instructions for Students
1. Write down answers to the following questions about the community in
which you grew up.
a. Rural or urban setting. Would you characterize your home
community as being in the country, a small town, a medium-sized city,
a major metropolis, or a suburb of a bigger city?
b. Population density. How many people live in your community of
origin? Would you describe the area as being spread out, crowded, or
something between the two?
c. General standard of living. How would you describe the social class
of people living in the community? Poor? Middle-class? Fairly well-
to-do? Wealthy?
d. Housing. What are the residents’ homes like? Do most residents own
their own property, or do they rent houses or apartments? How would
you describe the quality of the homes? Older? Newer? Run-down?
Well-kept? Are dwellings bunched together and cramped, or do
homes have spacious yards? Does adequate affordable housing exist
to meet community residents’ needs?
e. Available resources. To what extent are hospitals, parks, police and
fire protection, garbage collection, and shopping readily available?
Are there services and resources accessible for people in need
including shelters for battered women, crisis intervention hotlines,
food pantries, counseling, and other social services?
f. Spiritual opportunities. Are there churches and religious organizations
in the community? How many? To what extent do community
residents pursue spiritual involvement?
g. Education. How would you characterize the educational system in
your home community? Is it generally considered “good,” “effective,”
“poor” or “substandard”? How does it compare with educational
systems in neighboring communities? How would you describe the
education you received there?
h. Other factors. What other aspects of your home community are
important to you and why?
2
,Test Bank For Brooks/Cole Empowerment Series: Human Behavior in the Macro
Social Environment
Chapter 1 Introduction to Human Behavior in the Macro Social
Environment
i. Summary impression. When you think of your home community,
what words first come to mind? How would you describe it to a
complete stranger? What would you emphasize? Was it a generally
happy, pleasant place? Or was it hostile, dangerous, and
impoverished? What are the reasons for your answers?
E. Commentary
This exercise may be conducted without breaking the class up into small groups.
Students may write down answers individually prior to a full-class discussion, or,
without first writing answers down, respond directly to questions posed to the
entire class. This exercise may also be used as a take-home assignment.
Competencies/Practice Behaviors Exercise 1.2
Comparing and Contrasting Theoretical Terms
Focus Competencies or Practice Behaviors:
• EP 2.1.3a Distinguish, appraise, and integrate multiple sources of knowledge,
including research-based knowledge and practice wisdom
• EP 2.1.7a Utilize conceptual frameworks to guide the processes of assessment,
intervention, and evaluation
A. Brief Description
Students compare and contrast basic terms inherent in systems theories and the
ecological approach.
B. Objectives
Students will:
1. Recognize the basic terms in systems theories and the ecological
perspective in order to “utilize these conceptual frameworks to guide the
processes of assessment” and “intervention.”2
2. Examine the differences between terms in the two approaches.
3. “Critique and apply knowledge [about these theories] to understand person
and environment.”3
C. Procedure
1. Review the material on systems theories and the ecological perspective
including definitions of terms.
2. Divide the class into small groups of four to six.
3. Read the scenarios presented below one at a time to the class.
2 See EPAS EP 2.1.7.
3 See EPAS EP 2.1.7.
3
, Test Bank For Brooks/Cole Empowerment Series: Human Behavior in the Macro
Social Environment
Chapter 1 Introduction to Human Behavior in the Macro Social
Environment
4. Ask the groups to discuss the similarities and differences among the
systems and ecological terms identified below. (Indicate that they should
select a group representative who should be prepared to report to the entire
class the small group’s findings.)
5. After 10 to 15 minutes, ask the small groups to terminate their discussions
and participate in a full-class discussion.
6. Ask the representative from each group to share her or his summary of the
discussion. Encourage comments from others in the class.
D. Instructions for Students
Explain the similarities and differences among the terms in systems theories and
the ecological perspective.
Systems Terms Definition
System A set of elements that are orderly, interrelated, and a
functional whole.
Boundaries Repeatedly occurring patterns that characterize the
relationships within a system and give that system a
particular identity.
Subsystem A secondary or subordinate system within a larger
system.
Homeostasis The tendency for a system to maintain a relatively stable,
constant state of balance.
Role A culturally expected behavior pattern for a person having
a specified status or being involved in a designated social
relationship.
Relationship The dynamic interpersonal connection between two or
more persons or systems that involves how they think
about, feel about, and behave toward each other.
Input The energy, information, or communication flow received
from other systems.
Output What happens to input after it has gone through and been
processed by some system.
Feedback A special form of input where a system receives
information about that system’s own performance.
Negative feedback Feedback where, as the result, a system can choose to
correct any deviations or mistakes and return to a more
homeostatic state.
Positive feedback The informational input a system receives about what it is
doing correctly in order to maintain itself and thrive.
Interface The point where two systems (including individuals,
families, groups, organizations, or communities) come
4
Social Environment
Chapter 1 Introduction to Human Behavior in the Macro Social
Environment
Chapter 1
Introduction to Human Behavior in the Macro Social Environment
Competencies/Practice Behaviors Exercise 1.1
Where Do You Come From?
Focus Competencies or Practice Behaviors:
• EP 2.1.1b Practice personal reflection and self-correction to assure continual
professional development
• EP 2.1.4c Recognize and communicate their understanding of the importance of
difference in shaping life experiences
• EP 2.1.10a Substantively and affectively prepare for action with individuals,
families, groups, organizations, and communities
A. Brief Description
Students describe their community of origin, compare these backgrounds with
each other, and analyze community strengths and weaknesses.
B. Objectives
Students will:
1. Describe the community where they grew up.
2. Compare their own community of origin with others.
3. Evaluate variables that contribute to the strengths or weaknesses of a
community in order to understand the ways a community social system
“promote[s] or deter[s] people in maintaining or achieving health and
well-being.”1
C. Procedure
1. Review the content on variables characterizing communities.
2. Ask students individually to write down their answers to the questions
posed below that focus on a range of variables (italicized below in section
D) characterizing their home communities (Kirst-Ashman & Hull, 2009).
3. Divide the class into small groups of four to six.
4. Instruct group members to share their descriptions of their home
communities with others in the group, and compare and contrast these
descriptions. (Indicate that a volunteer from each group should be
prepared to share the group’s findings with the entire class in a subsequent
discussion.)
1 See EPAS EP 2.1.7. (“Apply knowledge of human behavior and the social environment."
1
,Test Bank For Brooks/Cole Empowerment Series: Human Behavior in the Macro
Social Environment
Chapter 1 Introduction to Human Behavior in the Macro Social
Environment
5. After about 10 minutes, ask the small groups to terminate their discussions
and participate in a full-class discussion concerning their findings.
6. Ask the representative from each group to share her or his summary of the
discussion. Encourage comments from others in the class.
7. Ask the class to discuss what aspects contribute to the strengths and
weaknesses of a community. Ask students how they would describe an
ideal community.
D. Instructions for Students
1. Write down answers to the following questions about the community in
which you grew up.
a. Rural or urban setting. Would you characterize your home
community as being in the country, a small town, a medium-sized city,
a major metropolis, or a suburb of a bigger city?
b. Population density. How many people live in your community of
origin? Would you describe the area as being spread out, crowded, or
something between the two?
c. General standard of living. How would you describe the social class
of people living in the community? Poor? Middle-class? Fairly well-
to-do? Wealthy?
d. Housing. What are the residents’ homes like? Do most residents own
their own property, or do they rent houses or apartments? How would
you describe the quality of the homes? Older? Newer? Run-down?
Well-kept? Are dwellings bunched together and cramped, or do
homes have spacious yards? Does adequate affordable housing exist
to meet community residents’ needs?
e. Available resources. To what extent are hospitals, parks, police and
fire protection, garbage collection, and shopping readily available?
Are there services and resources accessible for people in need
including shelters for battered women, crisis intervention hotlines,
food pantries, counseling, and other social services?
f. Spiritual opportunities. Are there churches and religious organizations
in the community? How many? To what extent do community
residents pursue spiritual involvement?
g. Education. How would you characterize the educational system in
your home community? Is it generally considered “good,” “effective,”
“poor” or “substandard”? How does it compare with educational
systems in neighboring communities? How would you describe the
education you received there?
h. Other factors. What other aspects of your home community are
important to you and why?
2
,Test Bank For Brooks/Cole Empowerment Series: Human Behavior in the Macro
Social Environment
Chapter 1 Introduction to Human Behavior in the Macro Social
Environment
i. Summary impression. When you think of your home community,
what words first come to mind? How would you describe it to a
complete stranger? What would you emphasize? Was it a generally
happy, pleasant place? Or was it hostile, dangerous, and
impoverished? What are the reasons for your answers?
E. Commentary
This exercise may be conducted without breaking the class up into small groups.
Students may write down answers individually prior to a full-class discussion, or,
without first writing answers down, respond directly to questions posed to the
entire class. This exercise may also be used as a take-home assignment.
Competencies/Practice Behaviors Exercise 1.2
Comparing and Contrasting Theoretical Terms
Focus Competencies or Practice Behaviors:
• EP 2.1.3a Distinguish, appraise, and integrate multiple sources of knowledge,
including research-based knowledge and practice wisdom
• EP 2.1.7a Utilize conceptual frameworks to guide the processes of assessment,
intervention, and evaluation
A. Brief Description
Students compare and contrast basic terms inherent in systems theories and the
ecological approach.
B. Objectives
Students will:
1. Recognize the basic terms in systems theories and the ecological
perspective in order to “utilize these conceptual frameworks to guide the
processes of assessment” and “intervention.”2
2. Examine the differences between terms in the two approaches.
3. “Critique and apply knowledge [about these theories] to understand person
and environment.”3
C. Procedure
1. Review the material on systems theories and the ecological perspective
including definitions of terms.
2. Divide the class into small groups of four to six.
3. Read the scenarios presented below one at a time to the class.
2 See EPAS EP 2.1.7.
3 See EPAS EP 2.1.7.
3
, Test Bank For Brooks/Cole Empowerment Series: Human Behavior in the Macro
Social Environment
Chapter 1 Introduction to Human Behavior in the Macro Social
Environment
4. Ask the groups to discuss the similarities and differences among the
systems and ecological terms identified below. (Indicate that they should
select a group representative who should be prepared to report to the entire
class the small group’s findings.)
5. After 10 to 15 minutes, ask the small groups to terminate their discussions
and participate in a full-class discussion.
6. Ask the representative from each group to share her or his summary of the
discussion. Encourage comments from others in the class.
D. Instructions for Students
Explain the similarities and differences among the terms in systems theories and
the ecological perspective.
Systems Terms Definition
System A set of elements that are orderly, interrelated, and a
functional whole.
Boundaries Repeatedly occurring patterns that characterize the
relationships within a system and give that system a
particular identity.
Subsystem A secondary or subordinate system within a larger
system.
Homeostasis The tendency for a system to maintain a relatively stable,
constant state of balance.
Role A culturally expected behavior pattern for a person having
a specified status or being involved in a designated social
relationship.
Relationship The dynamic interpersonal connection between two or
more persons or systems that involves how they think
about, feel about, and behave toward each other.
Input The energy, information, or communication flow received
from other systems.
Output What happens to input after it has gone through and been
processed by some system.
Feedback A special form of input where a system receives
information about that system’s own performance.
Negative feedback Feedback where, as the result, a system can choose to
correct any deviations or mistakes and return to a more
homeostatic state.
Positive feedback The informational input a system receives about what it is
doing correctly in order to maintain itself and thrive.
Interface The point where two systems (including individuals,
families, groups, organizations, or communities) come
4
