HUSR 201: Introduction to the Human Services



Human Services 201:

Introduction to Human Services

The Department of Human Services

California State University, Fullerton

Meeting Day & Time

Semester & Year

******************************************************************************

Professor: Professor Mia Sevier

Office: EC458

Office Hours: T/Th. 10:00-12:00pm

Mailbox: EC 405

Telephone: 657 278-7576

Email: msevier@fullerton.edu

******************************************************************************

Course Description

This course introduces students to the human services profession, from its various practice methods to its theoretical and conceptual approaches. Selected research in the field is reviewed with the goal to provide the student a foundation for further study and professional/career development. An assortment of themes are covered including the origin and scope of human services, the functions and activities of human services organizations, the roles and related skills of human services workers, current social and professional issues facing the human services workers and various target populations; professional, ethical, and theoretical issues surrounding the human services field are also discussed. Students will become familiar with the wide diversity of human service related-careers.

Required Text

• Kanel, K. & Mallers, M.H. (2016). An Overview of the Human Services. 2nd Edition. Boston, Cengage Learning.

• Handouts/resources to be distributed in class.

CSHSE ACCREDITATION:

This course partially fulfills the requirements set forth by the Council for Standards in Human Services Education (CSHSE). As such, this course also helps fulfill the requirements for the Human Services-Board Certified Practitioner credential. The specific standards being met are listed below each of the following objectives, as well as the learning activities that help fulfill those standards and learning objectives.

COURSE OBJECTIVES:

The objectives of this course, along with the CSHSE Standards, include:

Course Objectives/Goals

At the conclusion of the course, students will be able to:

1. Understand the history and development of human services as a profession and the role of the human service professional.

CSHSE Standard 11.1.a. The historical roots of human services.

CSHSE Standard11.1.b. The creation of the human services profession.

CSHSE Standard 11.1. c. Historical and current legislation affecting services delivery.

CSHSE Standard 11.1.d. How public and private attitudes influence legislation

and the interpretation of policies related to human services.

This objective and these standards are fulfilled through student participation in lectures, small group discussions, and readings, as well as through the final examination.

2. Understand the field of human services as a profession and career options that presently exist.

CSHSE Standard 11.1.d. How public and private attitudes influence legislation and the interpretation of policies related to human services.

CSHSE Standard 11.1.e. The difference between systems of governance and economics.

CSHSE Standard 12.d. An introduction of the organizational structures of communities.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services professionals.

CSHSE Standard 13.f. International and global influences.

CSHSE Standard 13.g. Skills to effect and influence social policy.

CSHSE Standard 14. f. Using technology.

CSHSE Standard 15.a. Analysis and assessment of the needs of clients or client groups.

CSHSE Standard 15.b. Development of goals, design, and implementation of a plan of action.

CSHSE Standard 15.c. Evaluation of the outcomes of the plan and the impact on the client or client group.

CSHSE Standard 16. c. (2) Intake interviewing.

CSHSE Standard 16. c. (5) Location and use of appropriate resources and

referrals.

CSHSE Standard 16. c. (6) Use of consultation.

CSHSE Standard 19. h. Integration of ethical standards outlined by NOHS/Counsel for Standards.

CSHSE Standard 20. a. Conscious use of self.

CSHSE Standard 20. b. Clarification of personal and professional values.

This objective and these standards are fulfilled through student participation in lectures, small group discussions, experiential activities, interviews, readings, and writing of reflections on related topics.

3. Students will have an understanding of models of human service delivery, organizational structure, leadership style, and types of agencies

CSHSE Standard 11.1.d. How public and private attitudes influence legislation and the interpretation of policies related to human services.

CSHSE Standard 11.1.f. Exposure to a spectrum of political ideologies.

CSHSE Standard 12.d. An introduction of the organizational structures of communities.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services professionals.

CSHSE Standard 13.f. International and global influences.

CSHSE Standard 13.g. Skills to effect and influence social policy.

CSHSE Standard 15.a. Analysis and assessment of the needs of clients or client groups.

CSHSE Standard 15.b. Development of goals, design, and implementation of a plan of action.

CSHSE Standard 15.c. Evaluation of the outcomes of the plan and the impact on the client or client group.

CSHSE Standard 16. a, Theory and knowledge bases of prevention, intervention, and maintenance strategies to achieve maximum autonomy and functioning

CSHSE Standard 17. a. Clarifying expectations.

CSHSE Standard 17. b. Dealing effectively with conflict.

CSHSE Standard 17. c. Establishing rapport with clients.

CSHSE Standard 17. d. Maintaining behaviors that are or are not congruent with the ethics of the profession.

CSHSE Standard 19. h. Integration of ethical standards outlined by NOHS/Counsel for Standards.

CSHSE Standard 20. c. Awareness of diversity.

This objective and these standards are fulfilled through student participation in lectures, small group discussions, experiential activities, interviews and readings, as well as through the final examination.

4. Identify the basic characteristics of effective skilled helpers and the relationship between client and helper.

CSHSE Standard 12.a. Theories of human development.

CSHSE Standard 12.c. Changing family structures and roles.

CSHSE Standard 12. An understanding of the capacities, limitations, and resiliency of human systems.

CSHSE Standard 12.f. Emphasis on context and the role of diversity.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services professionals.

CSHSE Standard 13.f. International and global influences.

CSHSE Standard 14. a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.

CSHSE Standard 15.a. Analysis and assessment of the needs of clients or client groups.

CSHSE Standard 16. c. (2) Intake interviewing.

CSHSE Standard 16. c. (5) Location and use of appropriate resources and

referrals.

CSHSE Standard 16. c. (6) Use of consultation.

CSHSE Standard 17. a. Clarifying expectations.

CSHSE Standard 17. b. Dealing effectively with conflict.

CSHSE Standard 17. c. Establishing rapport with clients.

CSHSE Standard 17. d. Maintaining behaviors that are or are not congruent with the ethics of the profession.

CSHSE Standard 19.a. Least intrusive intervention.

CSHSE Standard 19.b. Client self-determination.

CSHSE Standard 19. c. Confidentiality of information.

CSHSE Standard 19. d. The worth and uniqueness of individuals including culture, ethnicity, race, class, gender, religion, ability, sexual orientation, and other expressions of diversity.

CSHSE Standard 19. e. Belief that individuals, service systems, and society can change.

CSHSE Standard 19. g. Appropriate professional boundaries.

CSHSE Standard 19. h. Integration of ethical standards outlined by NOHS/Counsel for Standards.

CSHSE Standard 20. a. Conscious use of self.

CSHSE Standard 20. b. Clarification of personal and professional values.

CSHSE Standard 20. c. Awareness of diversity.

CSHSE Standard 20. d. Strategies for self-care.

CSHSE Standard 20. e. Reflection of professional self.

This objective and these standards are fulfilled through student participation in lectures, demonstrations, small group discussions, experiential activities, videos, readings, interviews, and writing of reflections and papers, as well as through the final examination.

5. Understand how issues of cultural, racial, and ethnic differences affect the helping- process.

CSHSE Standard 12.a. Theories of human development.

CSHSE Standard 12.c. Changing family structures and roles.

CSHSE Standard 12.e. An understanding of the capacities, limitations, and resiliency of human systems.

CSHSE Standard 12.f. Emphasis on context and the role of diversity.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services professionals.

CSHSE Standards 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.

CSHSE Standard 13.f. International and global influences.

CSHSE Standard 14. a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.

CSHSE Standard 14. e. Applying maintenance of client confidentiality and appropriately using client data.

CSHSE Standard 15.a. Analysis and assessment of the needs of clients or client groups.

CSHSE Standard 16. a. Theory and knowledge bases of prevention, intervention, and maintenance strategies to achieve maximum autonomy and functioning.

CSHSE Standard 16. b. Skills to facilitate appropriate direct services and interventions.

CSHSE Standard 16. c. (2) Intake interviewing.

CSHSE Standard 16. c. (5) Location and use of appropriate resources and

referrals.

CSHSE Standard 16. c. (6) Use of consultation.

CSHSE Standard 17. b. Dealing effectively with conflict.

CSHSE Standard 17. c. Establishing rapport with clients.

CSHSE Standard 17. d. Maintaining behaviors that are or are not congruent with the ethics of the profession.

CSHSE Standard 19.a. Least intrusive intervention.

CSHSE Standard 19.b. Client self-determination.

CSHSE Standard 19. c. Confidentiality of information.

CSHSE Standard 19. d. The worth and uniqueness of individuals including culture, ethnicity, race, class, gender, religion, ability, sexual orientation, and other expressions of diversity.

CSHSE Standard 19. e. Belief that individuals, service systems, and society can change.

CSHSE Standard 19. g. Appropriate professional boundaries.

CSHSE Standard 19. h. Integration of ethical standards outlined by NOHS/Counsel for Standards.

CSHSE Standard 20. b. Clarification of personal and professional values.

CSHSE Standard 20. c. Awareness of diversity.

CSHSE Standard 20. e. Reflection of professional self

This objective and these standards are fulfilled through student participation in lectures, demonstrations, small group discussions, experiential activities, videos, readings, interviews, and writing of reflections, as well as through the final examination.

6. Identify helping skills and techniques used for working with individuals, families, communities, and organizations.

CSHSE Standard 12.a. Theories of human development.

CSHSE Standard 12.c. Changing family structures and roles.

CSHSE Standard 12.e. An understanding of the capacities, limitations, and resiliency of human systems.

CSHSE Standard 12.f. Emphasis on context and the role of diversity.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services professionals.

CSHSE Standards 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.

CSHSE Standard 14. a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.

CSHSE Standard 15.a. Analysis and assessment of the needs of clients or client groups.

CSHSE Standard 16. a. Theory and knowledge bases of prevention, intervention, and maintenance strategies to achieve maximum autonomy and functioning

CSHSE Standard 16. b. Skills to facilitate appropriate direct services and interventions.

CSHSE Standard 16. c. (2) Intake interviewing.

CSHSE Standard 16. c. (5) Location and use of appropriate resources and

referrals.

CSHSE Standard 16. c. (6) Use of consultation.

CSHSE Standard 17. a. Clarifying expectations.

CSHSE Standard 19.a. Least intrusive intervention.

CSHSE Standard 19.b. Client self-determination.

CSHSE Standard 19. c. Confidentiality of information.

CSHSE Standard 19. d. The worth and uniqueness of individuals including culture, ethnicity, race, class, gender, religion, ability, sexual orientation, and other expressions of diversity.

CSHSE Standard 19. e. Belief that individuals, service systems, and society can change.

CSHSE Standard 19. g. Appropriate professional boundaries.

CSHSE Standard 19. h. Integration of ethical standards outlined by NOHS/Counsel for Standards.

CSHSE Standard 20. a. Conscious use of self.

CSHSE Standard 20. b. Clarification of personal and professional values.

CSHSE Standard 20. c. Awareness of diversity.

CSHSE Standard 20. d. Strategies for self-care.

CSHSE Standard 20. e. Reflection of professional self.

This objective and these standards are fulfilled through student participation in lectures, demonstrations, small group discussions, experiential activities, videos, readings, interviews, and writing of reflections and final papers, as well as through the final examination.

7. Gain a basic understanding of ethical and legal issues as they relate to the Human Service field.

CSHSE Standard 12.g. Processes to affect social change through advocacy work at all levels.

CSHSE Standard 12.h. Processes to analyze, interpret and effect policies and laws.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services professionals.

CSHSE Standard 13.f. International and global influences.

CSHSE Standard 13.g. Skills to effect and influence social policy.

CSHSE Standard 14. a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.

CSHSE Standard 14. e. Applying maintenance of client confidentiality and appropriately using client data.

CSHSE Standard 15.a. Analysis and assessment of the needs of clients or client groups.

CSHSE Standard 16. c. (2) Intake interviewing.

CSHSE Standard 16. c. (5) Location and use of appropriate resources and

referrals.

CSHSE Standard 16. c. (6) Use of consultation.

CSHSE Standard 17. a. Clarifying expectations.

CSHSE Standard 17. b. Dealing effectively with conflict.

CSHSE Standard 17. c. Establishing rapport with clients.

CSHSE Standard 17. d. Maintaining behaviors that are or are not congruent with the ethics of the profession.

CSHSE Standard 19.a. Least intrusive intervention.

CSHSE Standard 19.b. Client self-determination.

CSHSE Standard 19. c. Confidentiality of information.

CSHSE Standard 19. d. The worth and uniqueness of individuals including culture, ethnicity, race, class, gender, religion, ability, sexual orientation, and other expressions of diversity.

CSHSE Standard 19. e. Belief that individuals, service systems, and society can change.

CSHSE Standard 19. g. Appropriate professional boundaries

CSHSE Standard 19. h.Integration of ethical standards outlined by NOHS/Counsel for Standards.

This objective and these standards are fulfilled through student participation in lectures, small group discussions, readings, and writing of papers, as well as through the final examination.

8. Identify and apply the philosophy, knowledge, skills, value base, and ethical parameters (issue and decision making processes) of the profession of human services.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services professionals.

CSHSE Standards 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.

CSHSE Standard 13.d. Economic and social class systems including causes of poverty.

CSHSE Standard 13.e. Political and ideological aspects of human services.

CSHSE Standard 13.g. Skills to effect and influence social policy.

CSHSE Standard 14. e. Applying maintenance of client confidentiality and appropriately using client data.

CSHSE Standard 19.a. Least intrusive intervention.

CSHSE Standard 19.b. Client self-determination.

CSHSE Standard 19. c. Confidentiality of information.

CSHSE Standard 19. d. The worth and uniqueness of individuals including culture, ethnicity, race, class, gender, religion, ability, sexual orientation, and other expressions of diversity.

CSHSE Standard 19. e. Belief that individuals, service systems, and society can change.

CSHSE Standard 19. g. Appropriate professional boundaries.

CSHSE Standard 19. h. Integration of ethical standards outlined by NOHS/Counsel for Standards.

CSHSE Standard 20. a. Conscious use of self.

CSHSE Standard 20. b. Clarification of personal and professional values.

CSHSE Standard 20. c. Awareness of diversity.

CSHSE Standard 20. d. Strategies for self-care.

CSHSE Standard 20. e. Reflection of professional self.

This objective and these standards are fulfilled through student participation in lectures, small group discussions, experiential activities, readings, interviews, and writing of reflections and final papers, as well as through the final examination.

9. Identify contemporary social work practice issues related to race, culture, sexual orientation, age, gender, and socio-economic status.

CSHSE Standard 13.a. The range and characteristics of human services delivery systems and organizations.

CSHSE Standard 13.b. The range of populations served and needs addressed by human services professionals.

CSHSE Standards 13.c. The major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning.

CSHSE Standard 13.d. Economic and social class systems including causes of poverty.

CSHSE Standard 13.e. Political and ideological aspects of human services.

CSHSE Standard 14. a. Obtaining information through interviewing, active listening, consultation with others, library or other research, and the observation of clients and systems.

CSHSE Standard 14. e. Applying maintenance of client confidentiality and appropriately using client data.

CSHSE Standard 16. a. Theory and knowledge bases of prevention, intervention, and maintenance strategies to achieve maximum autonomy and functioning.

CSHSE Standard 16. b. Skills to facilitate appropriate direct services and interventions.

CSHSE Standard 17. a. Clarifying expectations.

CSHSE Standard 19.a. Least intrusive intervention.

CSHSE Standard 19.b. Client self-determination.

CSHSE Standard 19. c. Confidentiality of information.

CSHSE Standard 19. d. The worth and uniqueness of individuals including culture, ethnicity, race, class, gender, religion, ability, sexual orientation, and other expressions of diversity.

CSHSE Standard 19. e. Belief that individuals, service systems, and society can change.

CSHSE Standard 19. g. Appropriate professional boundaries.

CSHSE Standard 19. h. Integration of ethical standards outlined by NOHS/Counsel for Standards.

CSHSE Standard 20. a. Conscious use of self.

CSHSE Standard 20. b. Clarification of personal and professional values.

CSHSE Standard 20. c. Awareness of diversity.

CSHSE Standard 20. d. Strategies for self-care.

CSHSE Standard 20. e. Reflection of professional self.

This objective and these standards are fulfilled through student participation in lectures, small group discussions, experiential activities, readings, interviews, and writing of reflections and final papers, as well as through the final examination.

Course Requirements

1. Current Events and Experiential Activities (40 points)

During the semester, your will be asked to find, summarize and analyze current events related to humans services and /or participate in local current human service related events. ACTUAL ASSIGNMENT INSTRUCTIONS/GUIDELINES WILL BE GIVEN TO YOU DURING CLASS.

2. Agency Visits and Write-Up (80 points)

During the semester, you will be required to visit 2 human service related agencies. You will be asked to find these organizations through research, come up with a list of questions, integrate concepts from class, and visit the agencies in person. You will also submit and present a summary of your findings (40 points each). ACTUAL ASSIGNMENT INSTRUCTIONS/GUIDELINES WILL BE GIVEN TO YOU DURING THE FIRST WEEK OF CLASS.

3. Exams (400 points)

During the semester, you will have 4 in-class exams (100 points each) consisting of multiple-choice, true-false and short essay questions. Exams are intended to assess your knowledge of course readings, lectures, and activities. See syllabus for assigned dates. MAKE-UPS ARE ONLY GRANTED FOR LEGITMATE, MEDICAL OR COURT EXCUSES. An excuse is therefore NOT defined as CONFLICTING WORK SCHEDULES OR OTHER PERSONAL APPOINTMENTS. PLEASE CHECK THE SYLLABUS FOR DATES. Please bring a #2 pencil and scantron 882-E to each exam.

4. Class Activities (40 points)

Throughout the duration of the semester, you will be asked to participate in both in- and out-of-class activities. Activities are designed to enhance course content and meaning. It is imperative you come to class each day as only one activity, and with legitimate medical documentation or jury duty notice, can be made up. Activities will occur at random times during class so it is also critical you come to class on-time and stay the duration of each class period.

5. Extra Credit Opportunities

Throughout the semester, small extra opportunities may be offered during class. It is therefore imperative you come to class each session. Students who miss class may not make these up.

The following point standards will be used as a baseline to determine final grades (your final grade though will be holistically determined based on overall performance and achievement):

A+ (98-100%)

A (93-97%)

A- (90-92%)

B+ (87-89%)

B (83-85%)

B- (80-82%)

C+ (76-79%)

C (73-75%)

C- (70-72%)

D+ (66-69%)

D (63-65%)

D- (60-62%)

F (59% or lower)

*Those students majoring in Human Services must earn a solid C or better to receive credit for this course as is the case for all required courses in the human service curriculum.

** For all assignments, more detailed information, along with grading rubrics, will be provided.

***Please also note that all assignments need to be handed in on the assigned due date at the start of class (i.e. first 10 minutes of class period). Late assignments will be deducted 5 points per each day late for up to one week; thereafter, no assignments will be accepted. The instructor will not accept emailed or faxed assignments.

Course Policies

--Writing: All written materials should be typed, grammatically correct, clearly written, and structurally sound. Papers and exams should be double-spaced and spell-checked. Poor grammar will reduce your grade.

--Class Participation/Attendance: These are vital to the course and will be used to help determine final grades. Absences for which a medical or court excuse is provided (professional letterhead required) will be recorded but not figured in the attendance grade.

--Missed exams and late assignments: Students are expected to take exams and submit assignments as scheduled. See notation above on missed exams and late assignment point deductions.

--Extra Credit: This course does not offer an extra credit option

--Academic Dishonesty: Academic dishonesty includes such things as cheating, inventing false information or citations, plagiarism, and helping someone else commit an act of academic dishonesty.

• Cheating is the act of obtaining or attempting to obtain credit for work by the use of dishonest, fraudulent, or unauthorized means.

• Plagiarism is the act of taking the specific substance of another and offering it as one’s own without giving credit to the source.

Students found guilty of academic dishonesty will be assigned an appropriate academic penalty and reported to Judicial Officer on campus.

For detailed information on academic integrity, disruptive behavior, and plagiarism, please review the “Student Guide to Avoiding Plagiarism” at

GENERAL: Do remember to keep all returned assignments so that any discrepancies can be easily and fairly straightened out. Except in cases of actual error, final grades are permanent. If you need to drop this course, refer to the class schedule for the deadlines and requirements for dropping or withdrawing from courses.

--Special needs: During the first week of classes, please inform me of any disabilities or special needs that you have that may require special arrangements related to attending class sessions, completing writing assignments, or taking examinations. Please visit the Disability Support Services Office (DSS), UH 101, 657-278-3117, or

----University Withdrawal Policy

The Department of Human Services drop policy corresponds to the university drop policy. Please view your catalog for more details.

--Campus Emergency Preparedness Guidelines



Other Classroom Expectations

It is my hope that each and every student has a valuable learning experience while taking this course. While program development/grant writing skills and increased knowledge of related concepts/practices are core components discussed this semester, an implicit love for learning and opportunities for enhanced critical thinking and academic inquiry are also emphasized. I also want students to enjoy coming to class, participate in class discussions and ultimately, gain motivation for thinking about the course outside of the classroom. I look forward to an enjoyable semester and getting to know you all better.

Below are some strategies for successful student outcomes (in no particular priority). Remember, LEARNING IS PRE-EMINENT

Learning Environments:

1. Utilize campus student resources available to you including the following:

a. fullerton.edu/integrity (do not cheat or plagiarize)

b. library partner resources (research, writing help)

c. counseling center

d. disability student services

e. I care about your well-being; please contact me if you need assistance and references for other campus resources.

2. Be an active student learner: engage in lectures/participate in class discussions/ask questions

3. Expect the best from yourself and your instructor

4. Come to office hours. I look forward to getting to know you better.

5. Check email regularly for any changes/updates to the course

6. Keep up on assignments and readings- don’t wait to last minute-anticipate technical barriers, work/family conflicts, etc.

7. Study/work smart, not hard (study groups, proactive learning, etc)

8. Be curious and inquisitive

9. Exchange emails with classmates

10. Show respect for your classmates, classroom environment, and professor.

11. Ask for help when you need it.

12. Have fun!

HUSR 201 CLASS SCHEDULE

MW 11:30-12:45, EC 007

Note: This is a tentative schedule for the semester. Assignments, readings and lectures are subject to change due to class needs. IT IS IMPERATIVE YOU CHECK YOUR CSUF ACCOUNT EMAIL REGULARLY FOR ANY UPDATES/CHANGES.

|DATE |TOPIC |CHAPTER |

|8/22 | Introduction/Overview | |

| |What is Human Services? | |

|8/24 |The History of Human Services |1 |

|8/29, 8/31 |Modern Day Human Services |2 |

|9/5 |HOLIDAY | |

|9/7 |Ethical Issues |3 |

|9/12 |EXAM 1 |Chapters 1-3 |

|9/14 |Elizabeth Munoz, Career Center |4 |

|9/19 |LIBRARY PRESENTATION PLN 103-Adolfo Prieto | |

|9/21, 9/26 |Human Services Workers |4 |

|9/28, 10/3 |Basic Skills |5 |

| | | |

| |10/3: Dr. James Ruby | |

|10/5, 10/10 |Crisis and Disasters |6 |

| |AGENCY VISIT #1 Due 10/10 | |

|10/12 |EXAM 2 |Chapters 4-6 |

|10/17, 10/19 |Populations |7 |

| |Current Event/Experiential Activity #1 Due | |

| |10/19 | |

|10/24, 10/26 |HUSR Issues |8 |

| |10/24 Robert Simon, LCSW and Mr. Blu | |

| |10/26 Lee Ann Donaldson | |

|10/31 |Alyssa Avila, Violence Prevention Educator, |8,9 |

| |Women’s/Adult Reentry Center | |

|11/2 |HUSR Issues | |

|11/7 |HUSR Issues |Review chs 7-9 |

|11/9 |EXAM 3 |Chapters 7-9 |

|11/14 |Stress Management |10 |

|11/16 |Case Management |11 |

|11/21, 11/23 (no class) |FALL RECESS | |

|11/28, 11/30 |Macro-Level Practice |12, 13 |

| |Leadership | |

| |AGENCY VISIT #2 DUE 11/30 | |

|12/5, 12/7 |Wrap-Up | |

| |Current Event/Experiential Activity #2 Due | |

| |12/7 | |

|12/16 |EXAM 4: 12-1:50pm |Chapters 10-13 |

*note that pages and topics may be edited-it is imperative you come to class and check blackboard regularly.

HUSR 201: Introduction to Human Services

Dr. Horn Mallers

STATEMENT OF STUDENT AWARENESS AND RESPONSBILITY

Your signature below indicates that you (1) have carefully read the HUSR 201 syllabus in its entirety; (2) understand the course requirements, exam and late work policies and other pertinent information, (3) agree to follow the policies outlined, and (4) will communicate with the instructor if questions arise.

______________________________________________________________________________

Full name (printed) Signature

______________________________________________________________________________

Telephone# Email address

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download