SYLLABUS FOR INTRODUCTION TO HUMAN SERVICES
Term: Fall, 2006 (061) (Aug. 28 – Dec. 9)
Course Number: HSV 100X
Instructor: Dr. Eileen Stenzel, LPC
Office Phone: 219-473-4260
E-mail: Office estenzel@ccsj.edu home: estenzel@comcast.net
Office Hours: Monday 10:00-12:00; 2:00-6:00
Wednesday 11:00-12:00; 4:00-7:00
Instructor Background: Ph. D. Theology, The University of Notre Dame
M.A. Counseling, The University of South Florida
M. A. Theology St. Xavier University
B.A. Political Science, Rosary College (Dominican University)
Licensed Professional Counseling, Illinois
Certified Sports Counselor
Course Time: Monday 7:00-10:00pm
Course Description: Students will be provided with an overview of the Human Services field and the concentrations offered at Calumet College of St. Joseph. This course serves as the foundational course for the Counseling and Social Services concentrations.
Learning Outcomes/ Competencies: Students will be able to:
1. explain the origins, cultural context and challenges of the human services profession;
2. identify the core competencies of human service professionals and demonstrate initial competence in empathic listening and responding skills;
3. offer an insightful explanation of their own interest in this profession;
4. identify the range of occupations that make up the human service profession and the competencies required in each area;
5. define research and assess the implications of research for effective helping interventions;
6. develop the first phase of a baccalaureate Professional Portfolio including a Plan for Degree Completion and an initial statement of professional philosophy;
7. develop an entry level of competence in group communication skills and assertiveness as a professional communication skill.
1. Attendance is required.
2. Blackboard Participation:
a. Students are required to participate in weekly Blackboard discussion forums. The discussion forums will be assessed using Rubric posted in the Blackboard supplement for this course.
b. A Pre-Test for each chapter is to be completed on-line prior to the class in which that chapter is discussed. The pre-tests are for formative assessment purposes, i.e. the student’s performance on the quiz is not part of the final grade. However, students earn points for completing each quiz. Those points are part of the final grade.
3. Chapter Post-Tests: Unit exams are indicated on the course outline.
4. Financial Journal
5. A Final Exam
6. An initial statement of Professional Philosophy
7. Graduate School Research Project Report: Students will complete an Internet search of three possible graduate program that might be of interest to them. The report will be completed on a template posted in the Blackboard site. The purpose of this assignment is to ensure that students are familiar with and can use the Internet as a resource for professional development information.
8. Professional Decorum: Human Service providers are expected to be competent, dependable (i.e. prompt, good at follow-through), courteous and ethical (knowledgeable about and committed to the standards of ethical behavior embraced by the profession).. These requirements are intended to reflect the behavioral expectations the student will encounter in the professional work setting.
9. Developing a Professional Portfolio: Students will demonstrate the ability to develop and maintain a "Professional Portfolio". The Portfolio will include all of the major projects required for this course:
· The Plan for Degree Completion (template provided);
· Initial Statement of Professional Philosophy of Human Services
· Student’s Progress Report
· Cultural Diversity Project-Chapter Seven Assignment: Interview a Personal From A Different Culture
· Financial Journal Summary
· Preliminary Plan for Professional Development
· Graduate Programs Research Project
Textbooks: Ed Neukrug. Theory, Practice and Trends in Human Services: An Introduction to an Emerging Profession, (3rd ed.), California: Wadsworth/Thomson Learning (2000).
Learning Strategies: Guided discussion of text material, group discussions, lecturing, and independent work.
Class Policy for Assignments: All assignments are due on the assigned due date.
Class Policy on Electronic Devices: All cell phones are to be turned off during class. Students with children or others dependent on them at home may leave their phones on but are asked to put them on “silent”.
Center for Academic Excellence:
Tutoring assistance is free to all students of Calumet College of St. Joseph. Call the Center for Academic Excellence (CAE), to make an appointment at 473-4287. The Center has experienced and well-trained tutors in most subject areas to help students who are struggling in a course or who are doing well and would like to do better. Regular weekly tutoring sessions are likely to improve your grade.
Statement of Plagiarism:
If an instructor or other Calumet College of St. Joseph personnel find that a student has plagiarized or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College. The procedures for judicial review are listed under the section of CCSJ handbook that addresses student grievances. (Academic Planner 2001/2002 p.27)
Citation Guidelines:
Calumet College of St. Joseph adheres to citation guidelines as prescribed by the particular discipline (i.e., MLA, APA, and Chicago Manual of Style or Turabian.). All of these guidelines are available in the Calumet College of St. Joseph library or bookstore. These texts outline how to cite references from a variety of sources, including electronic media.
Withdrawal from Classes Policy:
After the last day for class changes has passed (see College calendar), students may withdraw from a course in which they are registered with permission from the faculty member conducting the course. A written request detailing the reason(s) for the withdrawal must be filed with the Registrar. Written request for withdrawal must be received by the Registrar by the last day of classes prior to the final examination dates specified in the catalogue. Written requests may be mailed to the Registrar or faxed to the College fax number 219-473-4259. Students are to make note of the refund schedule when withdrawing from courses. The request is forwarded to the faculty member, who makes the final determination to accept or deny the request. If the request is honored, the student will receive notification of official withdrawal; if denied, the notification will indicate why the withdrawal is disallowed. Note: Degree Completion Division (DCD) students should consult the DCD Student Handbook for information on DCD withdrawals.
An official withdrawal is recorded as a "W" grade on the student's transcript. Dropping a course without written permission automatically incurs an "F" grade for the course (see Refund Schedule).
Grading Scale:
A Range
1. The student has met all requirements for the grade of B.
2. The student has earned a cumulative score of 88-94% of all possible points on all
assessments: chapter tests, final exam, Chapter Seven Project, Financial Journal
Project, the Research Project and the Portfolio.
B Range
1. The student has met all requirements for the grade of C.
2. The student has earned a cumulative score of 80-87% of all possible points on all assessments: chapter tests, final exam, Chapter Seven Project, Financial Journal Project, the Research Project and the Portfolio.
C Range
1. The student has completed each of the chapter quizzes on Blackboard and participated in the six Discussions on Blackboard. The student has earned 70 % of the total possible points on all assessments: chapter tests, final exam, Chapter Seven Project, Financial Journal Project, the Research Project and the Portfolio. The student has no more than two absences.
D Range
1. The student has completed each of the chapter quizzes on Blackboard and less than 75% of the total points on all assessments: chapter tests, final exam, Chapter Seven Project, Financial Journal Project, the Research Project and the Portfolio. The student has no more than two absences.
F The student failed to meet minimum standards of passing.
Course Outline
Class Dates: Topics/Assignments:
Integrating Unit Competency: Through reading the text, completion of class work and “The Developmentally Mature Human Service Professional” exercise students will be able to:
1) explain the goals and requirements of this course;
2) explain the conceptual framework of the human services profession;
3) demonstrate the difference between judgmental thinking and thinking like a social scientist; and
4) identify three learning goals that are of special importance to them.
8/29 Session #1 Outcomes: Students will be able to:
1. identify three personal learning goals;
2. explain the goals of this class to a student partner;
3. use Chapter One as a guide to develop a sample of an Umbrella Sentence Summary;
4. explain to another person who did not attend this session the purpose of the Human Services Portfolio and Annual Assessment Interview Process, the role of the Autobiography in the Portfolio, and the purpose of the Financial Journal and Summary.
A. Getting Started/Getting Organized/Setting Goals
1. Introduction of Students: Each student will be asked to identify three (3) things he/she need to learn to feel well introduced to the Human Service Profession.
2. Introduction to Class: Review of the Syllabus
3. Skill Development: Developing a Chapter Summary: The Umbrella Summary
B. The Human Service Portfolio: An Overview/The Handbook
C. The Autobiography: Work on this project will be done in class during the semester especially in Chapter 5 and 6. Attendance at these classes is very important to successfully completing this project.
D. The Financial Journal Introduced – The eight entries should be completed by November 13th. The summary is due November 25th
E. Introduce “The Professional Portfolio”
F. Introduce the Research Project
9/4 NO CLASS: LABOR DAY
9/11 Defining The Human Services Profession Ch. 1
At the end of this session students will be able to:
1. give examples of several different human service occupations and the type of work that is done in each one.;
2. identify and give examples of the 12 core competencies identified as important to the work of any human service professional;
3. identify the five main purposes of professional associations and the role of the Human Services Student Professional Association at CCSJ;
4. identify and give examples of the seven major characteristics of effective human services professionals;
5. explain what is meant by a “developmental perspective” on human behavior; and,
6. use one of the several developmental perspectives discussed in chapter one to analyze a personal case experience.
9/18 The Human Services Profession: History and Standards Ch. 2
Students will be able to:
Unit II: Identifying Theoretical Foundations and Basic Skill in the Profession Chs. 3 and 4
9/25 Theoretical Approaches to Human Service Work Ch. 3
Students will be able to:
1. distinguish between an individual and systems approach to clients;
2. explain the function of theory in effective helping;
3. identify and summarize four different theoretical approaches to helping and the meaning of eclecticism;
4. summarize core ethical issues in the helping professions.
10/2 The Helping Interview: Skills, Process, and Case Management Ch. 4
Students will be able to:
1. identify and demonstrate a minimum level of competence in the core skills of helping;
2. summarize the process of case management and its function in the helping process.
10/9 Lab Class: On-Line Testing Chs. 1 - 4
10/16 The Development of the Person Ch. 5
Students will be able to:
1. summarize what is meant by “development”;
2. summarize Piaget’s theory of cognitive development;
3. summarize Kohlberg’ and Gilligans theories of moral development;
4. compare and contrast the follow theories of personality development: psychoanalytic; behaviorist; humanistic life-span (Erikson); and constructive (Kegan);
5. summarize the difference between “normal” and “abnormal”development
10/23 Ch. 5 cont’d:
Chapter Five Test On-Line
10/30 Systems: What Are They and How Do We Work With Them? Ch. 6
Students will be able to:
1. explain “systems theory”;
2. summarize the application of systems theory to the study of and interventions with the family;
3. identify three different types of treatment groups;
4. explain the process and challenges of working with community systems for change.
11/6 The Human Service Professional in a Pluralistic Society Ch. 7
Appendix D
Students will be able to:
1. describe the world’s population in relation to race and ethnicity;
2. distinguish between culture, race, ethnicity and social class;
3. explain what is meant by the term “situatedness”
4. distinguish between lack of cultural bias and valuing cultural diversity.
ASSIGNMENT FOR CHAPTER SEVEN: Interviewing A Person From Another Culture (See Text p. 213, Exercise #5)
The purpose of this exercise is two-fold. First, it is to give students an opportunity to gain insight into the role that cultural values play in human behavior. Second the exercise is intended to help student recognize how important it is for human service professionals to be knowledgeable about different cultures and able to recognize them in the behavior of others.
In addition to the questions posed in the text students’ reports should answer the following additional questions.
1. What are the core values of the culture of the person you interviewed?
2. Identify several ways in which these values influence this person’s behavior?
3. Indicate some of the ways in which a counselor’s effectiveness would be influenced by his/her sensitivity to these cultural values in working with this individual as a client.
11/13 Research, Program Evaluation, and Testing Ch. 8
Students will be able to:
1. correctly identify basic research terms;
2. explain the professional importance of research;
3. distinguish between value-based and data-based decision-making.
11/20 Chapter 8 Test
The Human Services Professional and the World of Work Ch. 9
Appendices A, B. and C.
11/27 Ch. 9 Test
Future Trends in Human Service Work Ch. 10
- Technology
- Managed Care
- Developmental Focus
- Multi-Cultural Issues
- Burnout Prevention
In-Class Exercise Ch. 10: The Developmentally Mature Human Service Professional-Developing a Burnout Prevention Plan
Conclusion: Wrapping Up
-Discussion of Financial Journal Summaries
-Discussion of the Personal Journal and Autobiography: A Summary
-Course Assessment
-Review Plan for Professional Development and Degree Completion
12/4 Scheduled Final Exam
The Portfolio will contain all major items on which a student’s final grade is determined. The chart below summarizes all course requirements and the contents of the Portfolio.
|
Course Requirements |
Included in Portfolio
|
|
CONTENTS OF PORTFOLIO
|
POINTS EARNED |
|
1. The Plan for Degree Completion
|
|
|
2. Initial Statement of Professional Philosophy
|
|
|
3. Student’s Progress Report
|
|
|
4. Cultural Diversity Project-Chapter Seven Assignment
|
|
|
5. Financial Journal Summary
|
|
|
6. Plan for Professional Development (Template Provided)
|
|
|
7. Graduate Program Research Project
|
|
|
|
|
|
Final Grade
|
|