EL206 Unit 5 Assignment

Course ID Code

Name of Course

Course Description

Course

Outcomes

Why I Selected This Course

HN144

Human Behavior and the Environment

This course will focus on the basic systems or influences that help to define, identify, and explain behavior. Students will examine how family structures, institutions, organizations, and communities contribute to the complex issues facing diverse populations in the 21st century. Students will examine ways to incorporate these theories to help them develop practical intervention skills.

5 Quarter Hours – No Prerequisites.

*Discuss human behavior from various theoretical approaches.

*Explain the relationship between the environment and behavior.

*Explain how human service professionals and clients influence each other’s behavior.

This course was selected because I have participated in numerous cultural competency trainings and work for an agency that is both culturally competent and trauma informed. I have also worked with at risk families for 19 years; identifying what internal and external factors lead to maladaptive behaviors. Additionally, I have worked for four different agencies over the course of those 19 years that identify and provide services to address negative behaviors.

CM206

Interpersonal Communications

This course introduces students to the principles of interpersonal communications and emphasizes how to be a more effective communicator in professional and personal situations. Emphasis on interpersonal communication in varying contexts, focusing on professional communications as well as personal, social, and cultural dimensions. Topics include the communication process, the influence of perception on communications, verbal and nonverbal elements of interaction, listening, the communications of emotions, conflict management, and effective communication strategies. 5 Qtr. Hrs./0 Pre-Req.

*Explain how self-concept and perception impact interpersonal communication.

*Identify the roles of verbal and nonverbal communication in interpersonal interactions.

*Analyze what constitutes effective interpersonal communication in diverse contexts.

I selected this course because my current job and past positions have required me to demonstrate competency in all three course outcomes. In teaching volunteers to work with children and families involved in the foster care system; this topic is a required subject. I have been trained to teach these skills in addition to applying them. Communication with peers, volunteers, judges, attorneys, social workers, and other partners is part of my day to day job description. I must employ strategies of communication that clearly advocates for the needs of children and families without being offensive to the family and service providers. I also have to apply the skill of active listening.

HN200

Survey of Social Problems

The course explores students to a broad array of social problems that affect the lives of many Americans. Students will gain insight and tools to analyze social problems, potential solutions, and the effects of these problems on individuals and society. Students will also reflect on their roles as change agents for the clients with whom they work.

5 Quarter Hours/No Prerequisite

*Explain the role of human services professionals in solving social problems.

*Identify the influence of social problems on individuals and society.

*Examine social problems using multiple perspectives.

I chose this course because I have worked in the human services field for over 19 years and understand how professionals can assist individuals in redirecting maladaptive behaviors. In my current and past positions, I have had to identify and understand how social problems such as poverty, child abuse, illiteracy, substance abuse issues, bullying, homelessness, etc. drive human behaviors as well as assist families in crisis in finding resources to address these issues.

CM115

Communication – Concepts and Skills

Being able to communicate effectively in an information-based and globally connected society is a necessary and vital part of all professions. This course introduces basic communications skills, why intended messages often gen misunderstood, how linguistic, cultural, gender, and social differences impact communication, and how to effectively and ethically use technology as a communication tool. Students will be introduced to the knowledge and skills necessary to understand communication and to effectively communicate in both professional and personal applications. 5 Qtr. Hrs./0 Pre-Req.

*Explain what makes messages suitable to the topic, purpose, audience and medium.

*Describe the roles of verbal and nonverbal language, images, and graphic elements in communications.

*Explain how social and cultural differences affect communication.

I chose this course because I have to understand communication concepts and skills and display an ability to communicate with effectively with a diverse population. I have learned to adjust my tone and vocabulary to meet the needs of my audience. My competency is this arena includes verbal, nonverbal, and written communication.

CS204

Professionalism – Theory and Practice in the Global Workplace

· This course introduces students to multidisciplinary techniques and concepts pertinent to lifelong career development and professionalism. Students explore career planning as a strategy and professionalism as a method in order to pursue employment interests and career goals. Concepts include various professional communication skills appropriate for the global workplace, interpersonal relationship management, professional behavior, financial decision making, marketability, and using proper technologies to manage professional identities.

3Quarter Hours/No Prerequisite

· *Identify techniques for maintaining a professional presence.

· *Apply oral communication skills for promoting a professional image.

· *Assess professional goals for present and future career marketability.

I selected this course because I have worked in positions that require that I model a professional image in both my work and personal life. My work requires me to represent the agency that I work for in a courtroom setting as well as represent the agency at community and statewide events. Additionally, I work with the program director to assure that all volunteers and team members that I mentor represent the agency in a professional manner in all methods of communication.

HN205

CJ420

HN430

HN330

HN370

HN450

Applied Skills for Human Service

Juvenile Justice

Advocacy for Families and Youth

Case Management in Human Services

Child Welfare and Family

Legal and Ethical Issues in Human Services

Students will gain an understanding of the basic interviewing skills and documentation techniques required of a human service worker. Students will learn how to respond to a variety of situations involving clients with different needs and backgrounds, ask probing questions to elicit the required information, and document the client’s needs correctly, considering confidentiality, legal, and ethical implications. The course also addresses a number of other issues critical in human services such as problem solving, avoiding self-disclosure, and cultural sensitivity in verbal and nonverbal communications.

5 Quarter Hours/No Prerequisite

This course provides an overview of the juvenile justice system in the United States. It focuses on the design and application of the juvenile justice system. Upon completion of the course, you will have a full understanding of the interrelationships among philosophy, notions of causation, and procedural requirements provided to youthful offenders and abused children. You will also be able to discuss and identify diversion and prevention programs, the effects of incarceration, and possible alternatives to incarceration. Last, the future of juvenile courts and the juvenile justice system will be addressed.

6 Quarter Hours/No Prerequisite

Very often, human services professionals are called upon to be advocates for children and families in need. Advocates must know how to help others that cannot, for one reason or another, help themselves. In this course, students will be introduced to the roles and skills necessary to intervene on behalf of children and families as a human service professional. Students will analyze the influence of biological, social, economic, and cultural forces on children and their families. As a result, students will design ethical interventions that will aid them in their role as an advocate for those in need.

6 Quarter Hours/No Prerequisite

· Students will learn the importance of time management, how to prioritize and organize data, and the skills critical for working effectively with human services clients. Through the use of case studies, students will assess client needs and determine the types of data necessary to ensure the ethical delivery of services. Students will practice essential interviewing skills and explore best practices in recording data from these interviews.

6 Quarter Hours/No Prerequisite

· This course will assist you in working with children and their families in a human services setting. You will examine how the family functions as a system, will learn how to apply ethical reasoning to work with diverse children and families, and will identify state regulations for mandated reporting. You will also evaluate intervention resources relative to work with children and families and create ethical interventions to serve children and families.

6 Quarter Hours/No Prerequisite

· You will distinguish between the legal and ethical issues faced by the human service worker in a global society. Through activities and case studies, you will create solutions that adhere to legal and ethical guidelines in human services. The solutions will align with issues found in administration or child and family welfare.

6 Quarter Hours/No Prerequisite

*Describe appropriate interventions based on client needs.

*Apply interviewing skills to collect information from clients.

*Explain the legal and ethical requirements of professional human service practice.

· *Evaluate the basic propositions of theories of causation and their relationships to delinquent behavior.

· *Compare the roles of key players in the juvenile court system.

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· *Evaluate prevention and diversion programs used to prevent or deter juvenile delinquency, abuse and neglect.

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· * Analyze the challenges and unique issues that the juvenile justice system faces in the 21st Century.

· *Evaluate the role of the child family advocate.

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· *Describe the ethical role and confidential responsibilities of the child family advocate.

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· *Compare advocacy methodologies and perspectives.

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· * Analyze the various influences on children and families in a global society.

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· * Design ethical interventions for children and families.

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· * Explain the relationship between society-community, family, and school when designing interventions.

· *Apply effective case management skills to deliver ethical services.

· *Create a plan for client termination and transition with ethical and culturally sensitive interviewing skills.

· *Assess client needs to determine the delivery of ethical services.

· *Develop a strengths based, culturally sensitive client summary that aligns with SMART goals and objectives.

· *Prepare client data to meet agency best practice requirements based on NOHS standards.

· *Apply the Ecological Model in order to identify personal and environmental barriers.

· *Analyze how social problems impact family functioning.

· *Identify state regulations for mandated reporting based on social problems that affect children and families.

· *Evaluate intervention resources available in the community for children and families in the system.

· *Create ethical interventions using standards outlined by the National Organization for Human Services to serve children and families.

· *Examine the scope of practice guidelines required of human service professionals.

· *Evaluate specific social risk factors of social problems that influence the development of families.

· *Evaluate the legal issues that influence the work of human service professionals.

· *Evaluate the ethical issues that influence the work of human services professionals.

· *Generate legal and ethical solutions to issues particular to administration or child and family welfare.

This course was selected because one of the primary components of my work history of 19 years has been interviewing children and adults with maladaptive behaviors and connecting them with appropriate resources to reduce the incidents of at-risk activities. My job also requires that I understand and comply with the ethical guidelines of several entities.

This course was selected because I have worked in the juvenile justice system for 19 years. My career has involved coordinating and leading programs for pre-delinquent youth, delinquent youth, and children in need of care. My experience has helped me gain an understanding of all of the outcome required for this course.

This course was selected because I have worked for a program that provides advocacy for children in foster care. I have a clear understanding of the importance of advocates in the human services profession. I’m required to comply with ethical guidelines and the confidentiality requirements that are defined by law and program standards.

I selected this course because I have actively managed high case loads in the humans service field for the past 19 years in my role as a FINS Officer, Juvenile Drug Court Program Coordinator, Truancy Assessment and Services Center Coordinator, and in my current position of a Lead Advocate Supervisor for a Court Appointed Special Advocates Program.

I selected this course because I have worked in the child welfare field for 9 years. In the course of my job, I am required to perform job duties that are directly related to all six of the learning outcomes for this course.

I chose this course because my current and past positions require that I understand and comply with the ethics of social workers, attorneys, counselors, and judges as well as the standards and ethics of the National CASA Program. My work experience requires me to consider legal and ethical solutions when making decisions regarding best interest recommendations for children in the foster care system.

HN220

Prevention and Crisis Intervention

· You will learn appropriate and ethical prevention and intervention strategies. Using case studies and scenarios, you will identify risk factors that contribute to crises and distinguish between intervention and prevention strategies. Particular attention is given to crises involving youth and families in a variety of settings.

5 Quarter Hours/No Prerequisite

· *Differentiate risk factors that contribute to crisis situations in a global society.

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· *Apply ethical prevention and intervention strategies to crisis situations.

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· * Identify theoretical models that assist in the assessment, intervention, planning, and treatment of people in crisis.

I selected this course because my experience working with at risk families, I have learned necessary skills to assess the potential impact of at-risk behaviors of families. I’ve had to contact appropriate agencies when working with children and adults who have displayed behaviors or expressed that they could potentially harm themselves to others to assure safety. The agency that I work for not only provides advocacy for abused and neglected children we have four prevention initiatives including an initiative to prevent shaken baby syndrome.

HN347

Public Personnel Administration

You will examine the complexities of public personnel issues faced by human services administrators. Through the use of case studies and activities, you will differentiate between the issues affecting the public and private sectors. You will also create solutions to these issues.

6 Quarter Hours/No Prerequisite

*Analyze current issues in nonprofit leadership administration.

*Generate solutions to public personnel issues in accordance with ethical and professional standards.

*Construct a personal leadership profile relevant to the aims and goals of public personnel administration.

I selected this course because I have worked as a program coordinator for several court based programs over a ten year period and have spent the last nine years working for a non-profit agency in the human services field. My current position is a lead advocate supervisor for a Court Appointed Special Advocates program. My job duties require me to work with the program director and the leadership team to disseminate and solve personnel issues. I also interact with managers from both public and private agencies regarding issues that impact the clients served and employees serving the clients.

CE114

Early Childhood Development

· This course surveys the physical, social, emotional, and cognitive development of children from birth through age 8. In order to provide developmentally appropriate care giving, nurturing, and instruction for the most important developmental years in life, topics will include: attachment issues, developmental milestones, and developmentally appropriate strategies. Using their understanding of how young children develop, students will discuss issues in early childhood care, safety and health concerns, guidance techniques, and behavioral expectations.

5 Quarter Hours/No Prerequisite

· *Discuss age appropriate behavioral expectations and intervention strategies for the early childhood care professional educator.

· *Identify milestones in infant, toddler, and early childhood development.

· *Describe biological and environmental factors affecting infant, toddler, and early childhood development.

· *Describe developmental and environmental factors associated with the safety and health of young children.

I selected this course because my work as an advocate supervisor for a program that provides advocacy for foster children I not only have to understand early childhood develop and understand how environmental issues can delay development; I also teach this information to current advocates and individuals attending volunteer pre-service training. Our program’s mission is to help foster children find a safe and permanent home as quickly as possible that meets that child’s individual and unique needs.

HN377

Studies in Child and Adolescent Development

This course explores the various aspects of child and adolescent development, including the psychological, social, emotional, cognitive, and biological changes specific to these age groups. Students will identify milestones of development, typical and atypical behavior, and the interrelationship between the person, family, and community. Using real-world scenarios, students will design ethical interventions based on the theoretical understanding of this population.

6 Quarter Hours/No Prerequisite

* Examine the physical developmental stages of children and adolescents.

* Examine the cognitive developmental stages of children and adolescents.

* Examine the social and emotional developmental stages of children and adolescents.

* Examine society’s impact on cultural and academic development of children and adolescents.

* Evaluate developmental milestones of behavior based on psychological theories.

*Design ethical interventions to serve children and adolescents.

I selected this course because over the course of my 19 years of working with at risk families, I have had to develop and demonstrate an understanding of how children and adolescents develop and how environmental issues impact their development. In all of my positions, I have been assigned the task of assessing children and families and have been able to effectively develop child/family specific intervention plans.