Human Behavior and the Social Environment: Exploring Conceptual Foundations
Volume 2. Human Behavior in the Social Environment
Susan I. Stone,
Stephanie Berzin,
Sarah Taylor,
Michael J. Austin,
Susan I. Stone
University of California—Berkeley, School of Social Welfare, Berkeley, California, US
Search for more papers by this authorStephanie Berzin
Boston College, Graduate School of Social Work, Chestnut Hill, Massachusetts, US
Search for more papers by this authorSarah Taylor
University of California—Berkeley, School of Social Welfare, Berkeley, California, US
Search for more papers by this authorMichael J. Austin
University of California—Berkeley, School of Social Welfare, Berkeley, California, US
Search for more papers by this authorSusan I. Stone,
Stephanie Berzin,
Sarah Taylor,
Michael J. Austin,
Susan I. Stone
University of California—Berkeley, School of Social Welfare, Berkeley, California, US
Search for more papers by this authorStephanie Berzin
Boston College, Graduate School of Social Work, Chestnut Hill, Massachusetts, US
Search for more papers by this authorSarah Taylor
University of California—Berkeley, School of Social Welfare, Berkeley, California, US
Search for more papers by this authorMichael J. Austin
University of California—Berkeley, School of Social Welfare, Berkeley, California, US
Search for more papers by this authorAbstract
This chapter explores the conceptual foundations of the HB&SE knowledge base through discussion of the role of, and debates around, the use of theory in social work research and practice; the historical evolution of the HB&SE curriculum as reflected in curriculum standards developed by CSWE and related debates; selected frameworks that hold promise in link human behavior with the social environment; and pedagogical applications that emerge from these frameworks. We argue that life course, cultural- psychological, social capital, neighborhood effects, and opportunity frameworks hold promise in conceptualizing person-environment interaction, integrating micro- and macro-level theory, and facilitating the translation of theory into useful practice concepts. We conclude with implications for future scholarly dialogue as well as HB&SE knowledge base and curriculum development.
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