Introduction to Human Services 9:30 a.m. – 10:45 a.m.
Spring, 2013 Room B-312
Professor
Office Hours
Jean Batson-Turner
M/W: 9:15 a.m. – 11:15 a.m.
Office: B-324
TR: 9:00 a.m. – 9:30 a.m.
Phone:
815-224-0268 T:
5:30 p.m. – 6:00 p.m.
(and by appointment)
I.
Course Description
Human Services 1000 provides an overview of the field of human services
and social welfare, including an analysis of the social, political, and
historical context in which human service delivery takes place.
Students will gain an understanding of the primary intervention
strategies used by human service workers as well as practical suggestions for
developing helping skills and ethical standards in a changing, diverse society.
Contemporary social issues and the changing nature of the helping process
will be emphasized.
GENERAL
EDUCATION GOALS:
The purpose of general education at IVCC is to enhance students’
abilities to think and act responsibly as citizens in a changing world.
Specific General Education goals that are included in this course are:
1)
To apply analytical and
problem solving skills to personal, social and professional issues and
situations.
2)
To communicate orally and in
writing, socially and interpersonally.
3)
To develop an awareness of
the contributions made to civilization by the diverse cultures of the world,
including those within our own society.
5) To work
and study effectively both individually and in collaboration with others.
6)
To understand what it means
to act ethically and responsibly as an individual in one’s career and as a
member of society.
8)
To appreciate the ongoing
value of learning, self-improvement and career planning.
II.
Expected Student Outcomes
Upon successful completion of Human Services 1000, students will be able
to:
1)
Identify and discuss a
variety of human service helpers, their agency affiliations, and the service
networks that meet client needs.
2)
Demonstrate her/his
understanding of social, political, and historical forces that shape human
service delivery systems and the social welfare system.
3)
Gather information about
human service agencies in the local community and the programs and services
available for diverse client populations.
4)
Evaluate how personal
ideologies and attributes interface with the role of human service worker.
5)
Understand the social
process of defining particular human behaviors and conditions as social
problems.
6)
Evaluate human needs, and
the public response to these needs, that result from a variety of social
problems.
7)
Identify a variety of
direct-service and systems-change intervention strategies and the activities and
tasks to implement the strategies.
8)
Understand the attitudes,
values, skills and knowledge needed for human service intervention.
III.
Class Policies and Procedures
Attendance Policy and Class Participation
It is expected that students will attend class regularly and arrive on
time. Missed chapter quizzes and
in-class exercises cannot be made up.
All students are encouraged to participate in class discussion,
contributing to a diverse analysis and discussion of social problems and human
experiences. There will be a
variety of classroom opportunities for meaningful reflection and exchange of
ideas. The instructor is committed
to fostering a safe environment for learning and skills development, so always
feel free to ask questions, offer comments and suggestions, and share your
thoughts. To achieve the goal of a
safe, effective learning environment, emphasis will be placed on the emulation
of IVCC’s core values: responsibility, caring, honesty, fairness, and respect.
Due to the importance of attendance, missed classroom activities will
impact academic success. There are
no excused absences according to college policy.
Withdrawal
Effective Summer 2011, students will have the ability to initiate a withdrawal
from classes. By completing the form
in the Records Office or at
www.ivcc.edu/withdraw, the student is authorizing IVCC to remove him/her
from the course. Entering the
student ID number serves as the student’s electronic signature.
IVCC has the right to rescind a withdrawal in cases of academic
dishonesty or at the instructor’s discretion.
Students should be aware of the impact of a withdrawal on full-time status for
insurance purposes and for financial aid.
It is highly recommended that students meet with their instructor or with
a counselor before withdrawing from a class to discuss if a withdrawal is the
best course of action for that particular student.
Last day for withdrawal is April 11, 2013.
Withdrawal from a course can affect financial aid.
Students who receive financial aid should see an advisor in the Financial
Aid Office before withdrawing from a course.
Student Success and Career Exploration
If students demonstrate a genuine desire to learn and to succeed in this
course, they can achieve academic success and acquire critical skills for human
service practice. Student learning
will be enhanced by reading of the text, timely completion of assignments, a
willingness to share insights and experiences, and thoughtful reflection on the
goals and practices of the human service profession.
Students will have structured opportunities to consider the benefits of
human services as a profession.
Please don’t hesitate to ask for additional assistance to help you succeed in
this course. Also, keep in mind that
IVCC has a variety of assessment and support services to assist with academic
achievement and career planning.
Plagiarism
Plagiarism is the use of another person’s ideas, information, or exact words
without properly acknowledging the source in accordance with a standard system
of documentation. Plagiarism often
occurs when students use someone else’s work and submit it as their own.
Plagiarism is a serious offense.
Anything a student turns in that contains plagiarism will result in the
grade of Zero (0) for that assignment.
Refer to IVCC’s “Student Code of Conduct” for the college’s statement of
policy concerning plagiarism.
Alternative Seat Time
This
course may provide options for alternative seat time, including opportunities to
participate in class-related seminars, experiential learning activities, and
library sessions for completion of assigned projects.
Alternative seat time activities will be limited and will require
agreement by all class members.
Special Support Services
In an effort to
create a classroom environment that maximizes the success of all students, I
encourage you to make me aware of any barriers that may inhibit your learning.
Feel free to speak to me at any time about concerns or questions you may
have about assignments, activities, or assessments.
The college provides several support services for students who have
barriers to learning. They include,
but are not limited to: Disability Services Office, Writing Center/Peer
Tutoring,
The
Basic Computer Skills Inventory is free to students and will assess their
computer concepts, file management, word processing, Internet, email, PowerPoint
and keyboarding skills utilizing hands-on exercises and objective questions.
If a student is unsure about his/her computer skill level, you are
encouraged to contact the Assessment Center and make an appointment to complete
the inventory.
The IVCC
Writing Center offers free, unlimited, one-on-one tutoring for students in any
class at any stage of their writing process.
The Writing Center staff, which includes faculty and student tutors, is
happy to assist students in understanding assignments, brainstorming topics,
organizing and developing ideas, and revising and editing drafts.
Our Quick Query service provides help with basic writing questions via
email. The Writing Center also has
handouts on grammar and style, writing reference materials, and documentation
manuals available in the Center and in the Stylebook (http://www.ivcc.edu/stylebook).
The schedule, appointment availability, and Quick Query instructions can
be found by visiting the Web site (http://www.ivcc.edu/writingcenter),
calling the Learning Commons at 815-224-0318, or stopping by the Writing Center
in the Learning Commons.
Electronic Devices
There will be no use of any electronic devices by students in the classroom
except by permission of the instructor.
Do not “text message” while in class or play games on your phone;
this will result in your class participation grade being lowered.
IV.
Required Text
An Introduction to Human Services: Policy and Practice by Betty
Reid Mandell and Barbara Schram, 8th Edition, Pearson, 2012.
V.
Course Requirements and Methods of Evaluation
Response Journal:
Students will keep a reflection journal for the semester, recording 1 to
2 entries per week. In addition to
personal insights and summaries, students will complete journal assignments as
instructed. These required journal
assignments will be given as topics are discussed in class.
Journal entries may be typed or NEATLY HAND WRITTEN and must be kept
separately from class notes and general “To-Do” lists.
Journals will be submitted in a clean notebook/folder.
Penalties will be assessed for late journals.
Sloppy work will not be accepted.
Chapter Quizzes:
Chapter quizzes and small group applied activities will document
understanding of course material.
Small Group Project/Service-Learning Project:
In addition to weekly assignments, students will select a special human
services issue or problem from the list below to complete a team project.
The project should include an analysis of the problem/issue, a profile of
populations served, a summary of the human service intervention strategies
utilized to impact the problem (utilize text), and a detailed summary of
community resources available for clients.
A variety of research methods and resources can be utilized, including
interviews with community agency staff, and visits to area agencies.
List of topics for the small group project:
Ø
Children with Learning
Disabilities
Ø
Runaway Teenagers
Ø
Families in crisis
Ø
People with HIV or AIDS
Ø
Teenage Parents
Ø
People recently released
from mental hospitals (or psychiatric wards)
Ø
Adults who are addicted to
alcohol or drugs
Ø
Elderly in need of services
Ø
Human Trafficking
Service-Learning Option
Instead
of completing the small group project, students may complete a Service-Learning
project at one of 4 – 5 selected area agencies.
Agency orientation sessions will be held during a class session, at which
time interested students will schedule interviews with designated agency staff.
Guidelines and enrollment forms will be available at this class session.
Students will be expected to attend agency orientation sessions, complete
15 – 25 hours of service during the semester, as well as complete reflection
assignments that link the Service-Learning experiences to course content.
Academic credit for Service-Learning will be given upon completion of the
required hours at the agency and completion of a reflection journal or essay.
Note: participation in service
learning projects requires full participation in class!
To earn academic credit for
Service-Learning, signed enrollment forms must be returned to the instructor
before or not later than February 15, 2013.
Final Exam
The final exam will be a take-home reflective essay.
Additional guidelines will be given.
A student oral presentation is required on the scheduled final exam day.
Bonus points:
Students can earn up to 20 extra-credit bonus points.
Extra credit activities include volunteer service, special topics
readings, workshops, etc.
Evaluation
Final course grades will be determined as follows:
Chapter Quizzes
100 points 25%
Reflection Journal
100 points 25%
Small Group Project/Service Learning
Final Exam Essay
100 points 25%
The student’s final grade will be determined by adding the total points
and dividing by four. Points for
lack of attendance will be deducted from the total points earned prior to
division by four.
The
grading for this course will follow the grading scale:
A = 100-90; B = 89-80; C = 79-70; D = 69-60; F = 59-0.
VI.
Tentative Schedule of Assignments
8/21 – 8/23
Week 1
1/15 - 1/17
Introduction
Week 3
1/29 - 1/31
Chapter 2 The Changing
Nature of the Helping Process
Week 4
2/5 - 2/7
Chapter 3 Intervention
Strategies
Week 5
2/12 - 2/14 Chapter 4 Attitudes/Values, Skills, and Knowledge
2/15
Service-Learning Enrollment Forms Due
Week 6
2/19 - 2/21
Chapter 5 Values
and Ethical Dilemmas
Week 7
2/26 - 2/28
Chapter 6 The
Social Welfare System
Chapter 7 Poverty
Week 8
3/5 - 3/7
Chapter 8 Working
with Diversity
3/8
Development Day – College Closed
Week 9
3/11 - 3/15
Chapter 8 – continued
Week 10
3/19 - 3/21 Chapter 9 - Interviewing
Journals Due
Week 11
3/26 - 3/28
Chapter 9 – continued
Week 12
4/2 - 4/4 Chapter 10 Case Management/Counseling
Week 13
4/9 - 4/11 Chapter 11 Facilitating Groups
Week 14
4/16 - 4/18
Chapter 12
Program Planning
Chapter 13 Organizing
and Changing Systems
Week 15
4/23 - 4/25
Chapter 14 Understanding
Legal Issues
Chapter 15 Staying
Current and Avoiding Burnout
Service-Learning Time Sheets Due
Student Project Presentations
Week 16
4/30 - 5/2 Chapter 15 continued
Journals Due
Week 17
5/9
Final Exam Essay Due
Instructor: Jean Batson~Turner
1.
Have an open
mind. Be willing to question and challenge old assumptions that no longer work.
Keep in mind that any idea or belief worth keeping will withstand the scrutiny
of critical evaluation.
2.
As much as
possible, avoid a defensive posture. When you find yourself passionately
defending the status quo ask yourself:
What do I gain from having things remain as they are?
and
Why am I afraid of change?
3.
Consider learning
as a life-long process that can be an exciting challenge rather than a required
endurance test.
4.
Practice
listening to and comprehending perspectives different from your own.
Sociological learning gives us an arena for diverse dialogue and cooperative
problem solving.
5.
Work to recognize
patterns of behavior in your social life; notice how one event affects another.
6.
Start to notice
and name social factors and realities that influence your personal decisions.
7.
Be prepared to
share your social experiences and state your opinions when relevant to classroom
discussion.
8.
Work at
sharpening your skills for survival in a complex, changing society. Do not let
fear or apathy keep you from envisioning and creating better ways of living and
relating in our world. In
collaboration with other social citizens, strive to keep hope alive.