Introduction to Human Services



College of Menominee Nation

HUS 200: Introduction to Human Services

Course Syllabus

Credits: 3

Tuesdays/Thursdays 1:30-2:50

ITV-Keshena & Green Bay

Instructor: Barbara Jordan, MS, LPC, CSAC, CCS

Telephone: 1-800-567-2344

1-920-965-0070

Email: Bjordan@menominee.edu

Office hours: 30 minutes before & after class or by appointment

Textbook: An Introduction To Human Services: Policy & Practice

Betty Reid Mandell & Barbara Schram

2008: Pearson/Allyn & Bacon

Required Materials:

Portfolio Binder

CMN Email account

Course Description: Overview of career opportunities in the human services field. Explores such fields of practice as aging, corrections, alcohol & other drug abuse, child welfare, mental health and developmentally disabled.

General Educational Objectives:

Analytical: Critical, level 3; Problem-solving, level 3

Communication: Written, level 2; Spoken, level 2; Multi-media, level 2

Culture/History: Native American, level 3; Personal, level 3

Human Experience: Civic, level 2; Professional, level 2; Leadership, level 2

Program Outcomes: Understanding Human Service Policy & Practice; Helping Process; Values/Attitudes, Knowledge, and Skills; Intervention Strategies; Ethical Dilemmas; Social Welfare Systems; Organizing & Changing Systems; Survival in the Field.

Prerequisites:

There are no prerequisites for this course. Preferably, most students will have taken some general education courses prior to this course.

Course Learning Objectives:

1. Understand the basic concepts of Human Services in the United States.

2. Explore the origin and history of Human Services work.

3. Identify historical variables which influenced the development of Human Services in contemporary America.

4. Understand the impact of policies and programs on diverse populations and the principles of social and economic justice.

5. Use a systems model to understand the organization of Human Service delivery systems and the principles that guide their structure and functioning.

6. Identify and understand strategies of Human Service delivery.

7. Understand and explore approaches to social change, social movements, organizational policy and reform.

8. Identify social, economic, political, and cultural factors within American society which influence how Human Service problems are identified and how services and fields of practice are created to address these problems.

Course Format:

At the beginning of each class meeting, you will be expected to hand in typewritten answers to questions from the previously assigned chapter reading. This course will consist of lecture followed by small group discussions and exercises. Most lectures will include a PowerPoint which outlines the basic concepts and principles to be addressed. The PowerPoints will serve as a study guide for the final examination. In addition, portfolio work, and/or guest speakers will demonstrate application of course content and practice and policy issues. Students are required to download information such as Powerpoints prior to all ITV classes. So, please check your email prior to each class.

Course Evaluation Dates Points

Self-Reflection Paper Sept. 29 100

Portfolio Nov 17 50

Midterm Exam Oct. 13 70

Final Exam Dec. 1 70

Chapter Questions ea. week 10 ea. (140 total)

Portfolio:

The portfolio is an ongoing collection of journal, newspaper, or magazine articles and website research applying the course content to current issues in society and practice. The portfolio will address ethics, values, and social policy issues raised by the course material or current human service issues. Each chapter ends with a list of suggested websites. Students can explore selected websites while summarizing it and rating the data’s usefulness and accuracy. Community resources could also be studied by visiting the agencies or their prospective websites and printing out their promotional materials. A minimum of 10 entries must be included in the portfolio. Each entry must include at least a paragraph 1) summarizing the website, article, or promotional material; 2) evaluating the website or promotional material and the services provided; 3) applying to it to your own personal/professional development.

Self-Reflection Paper:

Topic: Attitudes/values, skills, & knowledge of Human Services workers listed in chapter 4 of the textbook. Providing specific examples, describe 1) why at least 5 items in each category (Attitudes/values; Skills; Knowledge areas) is important in Human Services work, 2) how well you demonstrate at least 5 items in each of the categories, and 3) how you plan to develop each:

Attitudes/values:

Patience

Empathy

Self-awareness

Capacity to ask for help & offer feedback

Belief in people’s and systems’ capacity to change

Open-mindedness, skepticism, & rejection of stereotypes

Humor & a light touch

Skills:

Data-gathering, interviewing, researching

Information sharing and storing

Relationship building

Negotiating contracts and assessing problems

Constructing action plans

Implementing action plans

Monitoring and evaluating

Knowledge Areas:

Human growth and development

Abnormal growth and development

The impact of society and culture on behavior

The dynamics of groups and organizations

The social and political forces that affect helping

Social problems, special populations, and resources

Research and evaluation

Follow APA writing style and avoid grammatical error. A research/technical paper writing guideline will be provided. Paper should be 3-5 pages in length.

The following grading scale will be used for all assignments:

|95-100%=A |

|90-94%=AB |

|85-89%=B |

|80-84%=BC75-79%=C |

|70-74%=CD |

|60-69%=D |

|Below 60%=F |

Written Assignment Guidelines:

• Assignments are to be computer-generated and completed on time.

• Margins should be set at one inch at sides, top, and bottom of page

• Use a font size between 10 and 12.

• Use a font style similar to “Times New Roman”

• Proofread and have others proofread your work

• Assignments should be clearly written, avoiding spelling and grammatical errors, following writing guidelines provided by instructor.

• Double space your paper.

The following form will be attached to your returned work. Please be informed of these criteria in advance:

Critique of Your Assignments

Possible Number Number of

Of Points Points Given

____________________________________________________________________________

Content: 4

(Meets assignment directives

Answers all questions required)

____________________________________________________________________________

Clarity of Communication: 3

(Written or verbal)

____________________________________________________________________________

Quality of Assignment:

(Grammar, Spelling, Conciseness) 3

____________________________________________________________________________

TOTAL POINTS /10

____________________________________________________________________________

Special ITV Issues:

• Silence cell phones and refrain from taking calls or text messaging.

• If calls must be taken, exit the classroom.

• ITV microphones seem to amplify whispering and background noise. Please be aware of your noise level. Limit paper shuffling and avoid side conversations.

• All students must seat within the view of monitors.

• Although this learning format may allow some anonymity, all students are still expected to arrive on time, stay for the duration of class, and participate actively in discussions. If no one arrives by 30 minutes after class is scheduled to begin, equipment will be shut off.

• Speak clearly and loudly; your full participation makes the course more meaningful.

• Check the front table of the ITV room; instructor delivers returned work and handouts that cannot be emailed via interoffice mail.

• Check email the same day shortly before class. Quiz questions and important announcements will be emailed.

• Be prepared for class by reading each chapter assigned. Class discussion, lectures, activities, and guest speakers are based on readings.

• Ask questions. Clear communication is extremely important. Ask for what you need.

• Students are responsible for keeping copies of all materials submitted to the instructor as well as graded materials returned. It is the student’s responsibility to generate a copy of assignments that are “lost”, “missing”, or “in question”.

Course Schedule

|Week |Topics |Readings |Speakers/Due Dates |

|Aug. 25/27 |Intro: What are Human Services? |Chapter 1 |No speaker |

| | | |Real Life 101 Counseling DVD |

|Sept. 1/3 |The Changing Nature of Helping Process|Chapter 2 |Judy Martin, UWGB, 265-9758 |

| | | |Social Welfare Reform DVD |

|Sept. 8/10 |Strategies of Intervention |Chapter 3 |Amy Pfizer? LSS, 450-3915 Missy |

| | | |Parsons, BCHS, 360-5678 |

|Sept. 15/17 |Attitudes, Values, Skills |Chapter 4 |Attitudes/Values, Skills, |

| | | |Knowledge chart |

|Sept. 22/24 |Values & Ethical Dilemmas |Chapter 5 |Professional Choices at Work CMN |

| | | |library DVD |

|Sept 29/Oct. 1 |The Social Welfare System |Chapter 6 |Barb Metoxin? Oneida, 490-3777 |

| | | |Carol Corn 799-5161 |

| | | |ccorn@ |

| | | |S-R Paper Due |

|Oct. 6/8 |Poverty |Chapter 7 |Money worksheet |

| |Midterm Review |Midterm Study/Review |Poverty exercise |

| | | |Bonnie Kuhr, Sal. Army? 437-0984 |

|Oct. 13 |Midterm | |Midterm |

|Oct. 20/22 |Working with Diversity |Chapter 8 |Cultural Competence DVD |

| | | |Roy Redhail 490-3700 |

| | | |rredhail@ |

|Oct. 27/29 |Interviewing |Chapter 9 |Jody Fossum? 799-3361, Men Tribal |

| | | |Clinic |

| | | |Interviewing for Solutions DVD |

|Nov. 3/5 |Case Management/Counseling |Chapter 10 |Terry Nehring, Oneida BH 490-3737 |

|Nov. 10/12 |Facilitating Groups Program Planning |Chapter 11 & 12 |Jeff Langlois, Maehn. 799-3835 |

| | | |Group Facilitation DVD |

|Nov. 17/19 |Understanding Legal Issues |Chapter 14 |Attny Kay Hendrick, Attny Rob |

| | | |Collins, BC corp couns. 448-6000 |

| | | |Portfolio due |

|Nov. 24 |Staying Current & Avoiding Burnout |Chapter 15 |Roger Barr, Menominee Tribal |

|Nov 26 No Class | | |Clinic, 715-799-5451 |

|(Thanksgiving Holiday) | | |rogerb@ |

|Dec. 1 |Final Exam Review | |Final Exam Review |

|Dec. 3 or 8 |Final Exam | |Final Exam |

*This schedule is tentative and subject to change

Class Participation Evaluation:

A=Always participates; always in attendance

B=Participates regularly; hardly ever absent

C=Participates as much as other group members; usually present

D=Occasionally participates; absent often

F=Never participates

Relevancy of Comments in Class:

A=Comments are always related to topic

C=Comments usually pertinent, occasionally wander from topic

F=Comments ramble, distract from topic

Attitude During Class:

A=Professional attitude always shown

C=Usually attentive & shows proper business behavior

F=Distracts from class & lacks initiative

Attendance Policy:

College of Menominee Nation requires instructors to submit student attendance reports to the Vice President of Academic Affairs. Regular attendance is strongly encouraged for students to pass course examinations. It is essential that all students receive information from ALL classes. All students are required to arrive on time and attend ALL classes. The only exceptions to this policy include an official note from a professional regarding a serious illness or death in the family or an unavoidable work schedule conflict. Either of these must be approved directly by instructor, and the material must be made up through an assignment such as a short paper demonstrating that the student knows the subject material he/she has missed. Any non-documented and unapproved absence will result in 5 points off the student’s final average per class absence. Students must be on time for all classes and sign the weekly attendance sheet. If any students are chronically late, a “lateness policy” will be adopted.

Class Cancellation Due to Inclement Weather:

Closures resulting from severe weather conditions or natural disasters, or mechanical failures will be announced by the President or her designee. Campus closing will be announced on WTCH-AM 960 radio and Green Bay TV and radio stations. When in doubt, call 715-799-5600 for a recorded message. Notification of class cancellations will be posted on campus. If no announcement/posting is made, students should remain for 10 minutes after class is scheduled to begin. Campus closures, resulting from severe weather conditions, natural disasters, or mechanical failures will be announced by the President or designee (Student Handbook p. 16). Campus closings will be broadcast on two television networks (Fox11, Channel 2) and three radio stations (WTCH-AM 960, WTCH, WIXX). When in doubt, call 715-799-5600 for a recorded message.

Classroom Conduct:

Because students are enrolled in a Human Service Course and will learn how to understand and assess individuals who suffer from alcohol dependency, the students are expected to:

Demonstrate RESPECT for fellow classmates. This means being courteous and not verbally abusive or disruptive during the class.

Practice CONFIDENTIALITY with each classmate. Sometimes during discussions, classmates may share information of a personal nature. What is shared in the classroom is not to be shared outside of the classroom.

Attend class ALCOHOL FREE. See CMN Policy in Student Handbook.

Demonstrate ACADEMIC HONESTY. Cheating and plagiarizing are considered academic dishonesty. See CMN Policy in Student Handbook.

Turn cell phones to “vibrate” or “manner mode” and limit children in classrooms to sleeping infants so as not to interfere with other students’ learning.

Students shall honor the rights and respect the dignity of fellow students. This includes refraining from distracting side conversations and turning off cell phones, pagers, and laptops (unless special learning needs exist and have been pre-approved). Students shall protect classmates’ rights to confidentiality. Students should strive to acquire the knowledge taught in class to improve their clinical skills. Students are asked to inform instructor of conditions that may interrupt their ability to learn either in- or outside the classroom. The instructor, Learning Specialist, and/or fellow students can only provide assistance if you seek it.

Academic honesty is an absolute for the fulfillment of College of Menominee Nation mission and guiding principles. Our students are proud of the work they do here and are committed to doing the best for their communities. Their grades, certificates, and degrees are their record of that work. These are used by prospective employers to make hiring decisions, by transfer colleges and universities to make admissions decisions, by funding organizations to determine eligibility for scholarships and other financial aid, and, most importantly, by family and other community members to express their pride in our students accomplishments. Therefore, College of Menominee Nation will not tolerate any form of academic dishonesty. See the Student Handbook for more information on “Academic Misconduct.”

Academic Alerts: The academic alert form is used as a student retention tool at the College of Menominee Nation. Instructors fill out forms to identify students at risk of not completing a course or identify problems. This type of early intervention increases the opportunity for student success. Academic alerts are be submitted at any time during the semester to the Dean of Student Services. The forms are given to the student’s advisor for follow-up. Follow-up comments are returned to the instructor.

Incomplete Policy: Requests for a grade of “incomplete” must be initiated by the student to the instructor. Students may only request if at least 75% of course requirements have been met.

Assessment of Student Learning: Students entering the College of Menominee Nation in fall 2004 are required to successfully complete EDU295, Student Portfolio Seminar, for graduation. All continuing students are strongly encouraged to participate in the student portfolio process. Samples of the artifacts which demonstrate general education objectives and emphasis area objectives should be saved in order to give students selection options for the student general education portfolio. See “Student General Education Portfolio” handbook.

ADA Statement: Individuals who have any disability, either permanent or temporary, which might affect their ability to perform in this class are encouraged to inform the Disability Counselor in the Office of Disability Services Room 101, (715) 799-5600. Adaptation of curriculum, instruction, or assessments may be made as required to provide for equitable participation.

All students are encouraged to provide instructor with suggestions or other forms of constructive feedback regarding the class. Students can do this informally by speaking with the instructor, either in class or by appointment, and, if the instructor is unavailable, to then arrange an appointment with the Dean of Academic Affairs. This can also be done formally by completing the evaluation form distributed at the end of the course. If a student has a concern, issue, or question, the student must take responsibility to approach the instructor in a timely matter.

Chapter Questions

Chapter 1

1. What are two internal barriers to receiving help?

2. What are two external ones?

3. Human services workers need to make choices about specific problems or populations they want to deal with, the type of agency setting they enjoy, and strategy of intervention they do best. According to the text, what determines these choices?

4. What are three possible routes for dealing with alcohol & other drug abuse?

Chapter 2

1. What principle does Claude Levi-Strauss believe holds society together?

2. Fill in the blank. Before the 20th Century, the poor were treated as ___________.

3. What is de-institutionalization?

4. Fill in the blank. During the 60’s, many people stopped blaming the victim and redefined poverty as ______________.

5. Which institutions were created by the child-saving movement?

Chapter 3

1. What are two of the intervention strategies that directly assist the person (drect-service strategies)?

2. What are two of the intervention strategies that maintain or change the systems within which the person interacts (systems-change strategies)?

3. List two of the worker activities used for each intervention.

Chapter 4

1. List four qualities that distinguish professional relationship from a social one.

2. What are three components of the content of professional helping relationships?

3. List two attitudes and values of human service workers who thrive in the field.

4. List two basic skills of effective human services workers.

5. List two basic knowledge areas of successful human services workers.

Chapter 5

1. How must human service workers apply social work values during war?

2. Define the value of self-determination.

3. What are three things that influence our values?

4. List two current ethical dilemmas.

5. What are two misconceptions about aging?

Chapter 6

1. List here of the government income maintenance programs & briefly define each.

2. Where does funding for social services come from?

3. Why is the rise in single parent families a problem?

4. What is the main reason for homelessness?

Chapter 7

1. How does a “blaming the victim” attitude toward the poor influence the homeless shelters?

2. How does it influence the foster care and adoption programs?

3. What is meant by the claim, “Single mothers face poverty of time”?

4. How does poverty affect children?

5. Why does the official unemployment rate not reflect the true rate of unemployment?

6. What effect has the restructuring of the economy had on working people?

Chapter 8

1. What are three guidelines for ethnic-sensitive human service work?

2. Briefly define bi-cultural.

3. How is acculturation stressful?

4. What is the new definition of disability?

Chapter 9

1. What are three core values of the interviewer?

2. What are the stages of interviewing?

3. During which phase must the interviewer think about questions and helpful responses that help people talk?

4. What are the critical values of interviewing?

5. Why must we record interviews?

Chapter 10

1. What are three goals of the case manager or counselor?

2. According to the textbook, what can we do to improve healthcare delivery?

3. What are seven steps we should take in each case?

Chapter 11

1. What is the trait theory of leadership?

2. What is the functional/task-centered view of leadership?

3. List three actions that a human service worker performs to help members understand improve their interaction.

4. Before asking for feedback in a group, it is important that members discuss and accept five principles. List two of them.

Chapter 12

1. List three tools used in program planning.

2. What are the phases of program planning? Give a brief description of each.

3. List two forms of program evaluation.

4. To plan successfully, we must separate events into parts, identify tasks in each. List two other steps we must take.

Chapter 14

1. What are four areas of law that all human service workers need to understand.

2. List two strategies for helping clients secure their rights.

3. What are three current legal issues that human services workers should know?

4. Why is it important that human services workers understand legal issues?

Chapter 15

1. What are the symptoms of burnout?

2. What psychological and social stressors do human services workers encounter?

3. List three hazards of work in the human services.

4. List four positive adjustments to those hazards.

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