HSE 110 Introduction to Human Services

Instructor Contact Information

Instructor Name:  Sheri Narin

Office Phone:  (336) 599 – 1181 ext. 424, Office Location: L130 on the Person County Campus.  Office Hours are posted by door. 

Email Address:  narins@piedmontcc.edu

Fax:  (336) 598 - 0453

Secretary Phone: Nancy Watts, (336) 599-1181 ext. 437

Faculty Website Address: http://www2.piedmontcc.edu/faculty/narins

Course Information

Course Description:  This course introduces the human services field, including the history, agencies, roles, and careers. Topics include personal/professional characteristics, diverse populations, community resources, disciplines in the field, systems, ethical standards and major theoretical and treatment approaches. Upon completion, students should be able to identify the knowledge, skills, and rolls of the human services worker.

Course Objectives:

1. Students will be able to describe the variety of community settings in which there may be a need for human services.
2. Students will be able to compare and contrast major theoretical and historical perspectives in human services and describe human services within the context of the current political climate.
3. Students will be able to construct a timeline reflecting the history for human services.
4. Students will be able to list the characteristics of a human service worker and be able to identify the strengths of a human service worker.
5. Students will be able to identify the careers in human services and describe the general responsibilities in these careers.
6. Students will be able to describe the role of prevention in human services

Prerequisites and Co-requisites: None 

Course Topics: The course will cover the following topics in the order below:

Part I:  Defining Human Services

·         Module One: Chapter One:  An Introduction to Human Services

·         Module Two: Chapter Two: A History of Helping

·         Module Three:  Chapter Three:  Human Services Today

·         Module Four:  Chapter Four: Models of Human Services Delivery

Part II: Clients and Helpers in Human Services

·         Module Five: Chapter Five:  The Client

·         Module Six: Chapter Six: The Human Services Professional

Part III:

·         Module Seven: Chapter Seven:  The Helping Process

·         Module Eight: Chapter Eight:  Working within a System

·         Module Nine: Chapter Nine: Professional Concerns

Textbooks, Supplementary Materials, Hardware and Software Requirements

Required Textbooks:

      Woodside, M. and McClam T., An Introduction to Human Services, Brooks/Cole Publishing Co.,5th edition, 2006 ISBN: 0-534-64227-6,

      Woodside, M. and McClam T., Introduction to Human Services: Cases and Applications,1st Edition, 2005, ISBN 0534418686

Supplementary Materials: None

Course Website address:
http://courses.piedmontcc.edu, then login and click on HSE 110 Introduction to Human Services

Hardware Requirements: Please follow the hardware recommendations mentioned at : http://www2.piedmont.cc.nc.us/DL/hardware.htm, with the addition of access to Microsoft Word.

Software Requirements: You may need Acrobat Reader for some assignments.  You can get information on downloading it through http://www2.piedmont.cc.nc.us/DL/plugins.htm.  You will need JAVA to access the virtual classroom. There is no cost for the downloads.

Assessment and Grading

Testing Procedures:

There will be regular examinations, generally one per module. Examinations will generally consist of multiple choice, short answer, and true/false questions. The examinations will be open book and on-line. 

Grading Procedure:

Grades are made up from the following (subject to change):

Workbook Homework:   500 points

Discussion Board Postings:   180 points (18 at 10 points each)

Discussion board Responses: 180 points (36 at 5 points each)

Module Exams:  225 points (at 25 points each)

Mini-projects:  175 points (at 25 points each)

In-class work and additional homework assignments: 240 points

Total:  1500 points

Evaluation:

Grades are based on a point system. Points are earned through examinations, homework, mini-projects, and participation in class assignments.  You will earn a certain number of points out of the total points for that assignment.  These are explained in more detail below.

Examinations

There will be regular examinations, generally one per module. Examinations will generally consist of multiple choice, short answer, and true/false questions. The examinations will be open book and on-line.  The exams are available in the second week of a two week module and during the entire week of a one week module but must be completed by midnight on Sunday of that week.  Exams consist of questions in the following format:  Multiple choice, fill-in-the blank, true or false, short essay and matching.

Mini Projects

You will complete seven mini projects, and they are due on specific dates.  These are described in further detail in a separate document. If you choose to do one of the projects for extra credit, it is still due on the assigned due date.            

 Homework

There are several homework assignments from the workbook, and additional assignments may be given as well.  Homework Assignments are due when the class meets.

Blackboard Postings

There will be blackboard postings to be completed with each chapter.  You will answer two of the four posted questions, and respond to four other students about their responses.  The criteria for grades for the discussion board can be found in the syllabus under “Discussion Groups.” 

In-Class Work

Class meetings will involve active participation in learning and working with your fellow students on in-class projects.  Your participation in the projects and the work submitted are part of your overall grade.

Grading Scale: A=1500 to 1350; B=1349 to 1200; C=1199 to 1050; D=1049 to 900; F=Below 900

Grading Scale is subject to change

Academic Integrity

In addition to good academic performance, students should exhibit honesty and integrity. If there is any question that academic honesty and integrity are not honored, students may be required to redo assignments in the presence of an instructor-selected monitor. Proof of dishonesty, including plagiarism, will make students subject to disciplinary action. Please consult your college catalog for more information.

Piedmont Community College Plagiarism Policy

7.5.1

PLAGIARISM

Whether intentional or unintentional, plagiarism is “the wrongful act of taking the product of another person's mind and presenting it as one's own" (Alexander Lindey, Plagiarism and Originality, 1952).

The following acts are examples of intentional plagiarism:

Copying material from a published source to avoid having to devise one’s own ideas.

Failing to give clear and proper credit to an idea, phrase, or quotation taken from a source.

Purchasing a pre-written paper.

Having someone other than the stated author complete an assignment, or part of an assignment.

Unintentional Plagiarism occurs when a student provides sources for his or her work, but the sources are cited incorrectly or inadequately. Handbooks with documentation rules for Modern Language Association (MLA) and American Psychology Association (APA), two source documentation styles, are housed in the Caswell County Campus Resource Center and in the Person County Campus Learning Resource Center. Students are also encouraged to speak with their instructors when they are uncertain about documenting their sources in class assignments.

Plagiarism will result in disciplinary action, and repeated offenses will lead to increased penalties that may ultimately result in expulsion from the College, as set out below:

A student who unintentionally plagiarizes will receive a warning and instruction on proper citation, style, and usage for the first offense.

A student who unintentionally plagiarizes a second time in a single course will receive a course grade of F in the course in which the student plagiarized.

A student who intentionally plagiarizes will receive a course grade of F in the course in which the student plagiarized.

If a student receives a course grade of F due to plagiarism, the course instructor will notify the Dean of Student Development using the Plagiarism Incident Report Form.

If a student receives three course grades of F due to plagiarism, as determined by records kept in the office of the Dean of Student Development, he or she will be expelled from the College.

Legal Reference: G.S. 115 D-20

History Note: Effective January 20, 2004

Turnitin.com

In furtherance of its Plagiarism Policy, Piedmont Community College has a license agreement with Turnitin.com, a service that helps prevent plagiarism in student assignments. To encourage original and authentic written work, any written assignment created in this course may be submitted for review to Turnitin.com (http://www.turnitin.com) and will become a searchable document with the Turnitin-protected and restricted use database. 

Assignments and Participation

The following is a schedule of classes modules.  This is subject to change.

1)      Wednesday, August 23, 2006  Module One

2)      Wednesday, August 30, 2006 Module One

3)      Wednesday, September 6, 2006 Module Two

4)      Wednesday, September 13, 2006 Module Two

5)      Wednesday, September 20, 2006 Module Three

6)       Wednesday, September 27, 2006 Module Three

7)      Wednesday, October 4, 2006  Module Four

8)      Wednesday, October 11, 2006  Module Four

Wednesday, October 18, 2006 – No Class (Module Five on Blackboard)

9)      Wednesday, October 25, 2006 Module Five

10)  Wednesday, November 1, 2006 Module Six

11)  Wednesday, November 8, 2006 Module Six

12)  Wednesday, November 15, 2006 Module Seven

13)  Wednesday, November 22, 2006 Module Seven

14)  Wednesday, November 29, 2006 Module Eight

15)  Wednesday, December 6, 2006 Module Eight

16)  Wednesday, December 13, 2006 Module Nine

The last day to drop the class with a “W” is October 19, 2006.

Class Participation or Attendance:
From the Piedmont Community College Catalog: 

Regular attendance at all class meetings is necessary for students to learn important concepts.  In this regard, the following class attendance policy is established: 

1. A student is expected to be regular and punctual in meeting all classes.  To receive credit for a course, the student must attend prior to the census point and a minimum of 80 percent of classes, labs and shop hours.  Failure to attend class is an absence, regardless of the reason.  Absences are counted from the first scheduled meeting of the class, not the first day the student attends.  All work missed during absences must be made up to the satisfaction of the instructor.  Failure to complete required assignments will negatively affect the student's final grade.

2. A student who exceeds the 20 percent limit of absences may be dropped by the instructor through the eighth week of the semester.  If a student exceeds the 20 percent limit after the eighth week, the instructor is authorized to award the student the "I" or "F" grade as warranted by the student's performance.

3. Any exceptions to this policy must be authorized by the instructor. 

Attendance policy specific to this class:

Attendance and participation are important components of learning. In addition to the Piedmont Community College attendance policy, the following policies will apply: Perfect attendance in class at the end of the semester will raise your overall grade by 1.5% points. Thus, if your average at the end of the class is an 88.5 % and you have perfect attendance, your grade will be increased to a 90%, or an A. Being on time for every class will result in another .5% grade increase. After six absences, every subsequent absence will result in an overall grade reduction of 3%. Failure to participate in Blackboard during a week will count as an absence. Every fifteen minutes missed of class counts as 1/3 absence; thus, three incidences of being late or leaving early or not coming back from a break within the specified time will count as an absence. For example, if you have 4 absences, were late three times and left early three times, and did not participate in the Blackboard part of the class for two weeks, this would count as 8 absences and your final grade would be reduced by 6% points, such as an 82% being reduced to a 76%.

 

Punctuality:
Assignments are due at specific dates and times. Projects and homework that are late will have 10 points deducted for each day that they are late.  See attendance policy above for more information on late arrival to class.

Course Ground Rules

1)       Please contact your instructor with any problems or concerns!

2)       You are expected to be on time and prepared for class. If you are unable to be in class, you are expected to let the instructor know by leaving a message by phone or email previous to the class period.

3)       Assignments are to be turned in on the date due and at the beginning of the class period due. You are responsible for making up any missed in-class assignments; however, some assignments cannot be made up.

4)       As noted in the attendance policy, excessive absences will reflect negatively on your grade.

5)       The ability to write well is an important skill for your professional development. Assignments that are difficult to read due to handwriting will be returned with one opportunity to redo the assignment, within 2 days. Typing is strongly recommended. Some assignments require typing and will not be accepted if not typed. Assignments with excessive grammatical or spelling errors (excessive as subjectively defined by the instructor) will be returned with one opportunity to make corrections.
Guidelines for Communications

Guidelines for Communications

Discussion Groups:

 

·         Review the discussion threads thoroughly before entering the discussion. Be a lurker then a discussant.

·         Try to maintain threads by using the "Reply" button rather starting a new topic.

·         Do not make insulting or inflammatory statements to other members of the discussion group. Be respectful of other’s ideas.

·         Be patient and read the comments of other group members thoroughly before entering your remarks.

·         Be cooperative with group leaders in completing assigned tasks.

·         Be positive and constructive in group discussions.

·         Respond in a thoughtful and timely manner.

1. The criteria for earning an A on a discussion:
   • The discussion clearly answers the question.
   • There is some supporting information from a source other than the text and these sources are cited correctly, using the APA style guide to references.  This includes electronic references.
   • The references used are from legitimate websites; these websites will present information in a fair and balanced matter, i.e. it is not a website whose sole purpose is to promote a specific agenda or point of view.
   • Material used in answering a question is pertinent and related to the question. Just listing a website without tying the information in to your answers will result in your answer being graded as though no references were used.
   • There is evidence of your thinking on the subject and not simply parroting the ideas of others.
2. The criteria for earning a B on a discussion:
   • The discussion clearly answers the question.
   • There may be supporting information from a source other than the text (the same criteria applies as is stated above)
   • Material used in answering a question is pertinent and related to the question.
3. The criteria for earning a C on a discussion:
   • The discussion answers the question.
4. Feedback should be helpful to the student receiving it. Feedback will be evaluated for the following:

a.                  Clarity

b.                  Specificity

c.                  Usefulness to student (will it help the student to get a better grade on next discussion question?)

d.                  Balance - does the feedback point out strengths in the discussion as well as areas of weakness?

e.                  Helpfulness - Does the feedback provide resources to assist student in further research?

The following is an example of “A” quality work.  The discussion board question was, “What do you think are the most common mistakes made by social workers working in child protective services? What causes these mistakes to be made? How can these mistakes be avoided or reduced? Remember to consider the role of other agents or agencies in these decisions and the multiple party responsibilities in these situations.”  The student’s answer is below:

I believe that some of the most common mistakes made by social workers working in child protective services are: “misidentifying serious cases, wrongful removal of children, inaccurate and incomplete data entry for tracking abuse and neglect and monitoring children in foster care, not establishing relationships with the families to make the necessary decisions, and hurting the children that they are supposed to protect.” I read an article that didn’t speak too favorably about child protection workers, but I believe the points made are very real. The article states that low salaries, high turnover rates, and staffing shortages put pressure on the remaining staff members of the agencies; this causes insufficient time for workers to establish relationships with the families and make the necessary decisions to ensure safe and stable permanent placements for the children. The heavy caseloads breed errors in documentation of case information. Another mistake is the unnecessary removals – misidentifying serious cases or wrongful removal of children. The article calls it “defensive social work.” It stated that child protection workers are possibly trying to protect themselves from liability (danger creation theory); if they question the safety of a child, they remove that child, which is also what they do when they actually identify safety risks for children in identifiable, abusive homes. It has been identified as the “better safe than sorry” mentality. Some child protection workers do not want to be held accountable for “inappropriately returning a child to an abusive parent” for fear of liability. What is most unfortunate is the fact that children can and are being hurt by abusive parents and/or child protection workers alike.

I think it is important to provide some additional oversight of child protection cases; have some form of checks and balances to ensure effective and efficient service provision. Agencies should address the recruitment and retention of its child protection workers so to ensure that the children and families are not being shuffled from one worker to another; this would increase the familiarity of the cases and reduce the number of cases per worker. Also, adequate documentation should be kept to help back up the claims of child abuse and neglect. Adequate documentation can also help in identifying what interventions are working within the agency and with the child protection workers. And, what I think is most important to the accuracy and efficiency of providing services to children and families is to engage in self evaluations at the agency and personal level. Agencies can evaluate whether or not their vision, mission, and values all support creating better results for children and families. Child protection workers can evaluate who they are, including, what their morals and values are, what biases they may have, and what drives them to do what they do. Regular self evaluations are necessary for providing children and families the best possible assistance and can also ensure better results for children and families.

Works Cited:

A Critical Look at Child Welfare: Defensive Social Work, 5 Feb 2005, Rick Thomas.  6 Feb. 2005 http://www.liftingtheveil.org/defensive.htm

Alexander, R., Jr., Understanding Legal Concepts That Influence Social Welfare Policy and Practice, 2003, Brooks/Cole Publishers. ISBN: 0-534-59661-4

Child Welfare: Improved Federal Oversight Could Assist States In Overcoming Key Challenges GAO-04-418T, 28 Jan. 2004, Government Accountability Office (GAO): Report Abstract. 6 Feb. 2005 http://www.gao.gov/docdblite/summary.php?recflag=&accno=A09174&rptno=GAO-04-41

The following is a response to another student’s post.  This response is also “A: quality work:

I can understand your concern for the safety of others when a threat of harm has been established. My only concern is that maybe we (me included) are forgetting that sometimes people say things out of anger and with a limited vocabulary or means to express themselves completely. For instance, a mother speaking about the way she feels when her adolescent daughter stays out all night without calling. The mother, out of pure anger says, “I am going to strangle that child when I see her!” Do you automatically report this information to the authorities or the Department of Social Services? I wouldn’t. What I would do is reflect back to the client the message that I am receiving. I might follow up with, “It sounds like you are angry with your daughter because of her behavior. Is strangling her something that you would do?” Not saying that this mother would not strangle her daughter, but she may have used those terms for lack of better word choices. Like using the terms, “I could kill ‘em.” I think it is important to get as much information from the client as possible. Now if the mother says to you, “When my daughter walks in the door, I am going to walk up to her, put my hands around her neck, and choke her until she can no longer breathe and falls over lifeless” there is definite reason to be alarmed and to contact the authorities. Sometimes clients don’t have the “words” to express themselves or their feelings. They use what they know…regardless of how incriminating it can sometimes be. Just something to consider.

Chat:

·         Introduce yourself to the other learners in the chat session.

·         Be polite. Choose your words carefully. Do not use derogatory statements.

·         Be concise in responding to others in the chat session.

·         Be prepared to open the chat session at the scheduled time.

·         Be constructive in your comments and suggestions.

Web Resources:
Information on References for Electronic Sources

American Psychological Association, Electronic References, 5^th edition of the APA Publication Manual, 2001, Retrieved 21 July 2005 from http://www.apastyle.org/elecgeneral.html

Online Services for Distance Learners

Learning Resources Center, Online Services For Distance Learners, Piedmont Community College, Retrieved July 21, 2005 from

http://www2.piedmont.cc.nc.us/DL/online_services.htm

Blackboard Student Support

The North Carolina Conference of English Instructors offers this site with support information for online learners.

North Carolina Conference of English Instructors, CEI Blackboard Support, North Carolina Conference of English Instructors web site, Retrieved 21 July 2005 from

http://www.nccei.org/blackboard/students.html

Netiquette, Or How to Mind Your Manners When Using E-Mail, Virginia Shea, Netiquette , May 1994, http://www.albion.com/netiquette/corerules.html, Netiquette Home Page, Retrieved 21 July 2005 from http://www.albion.com/netiquette/index.html

If you have a learning or other disability, and you want to request special accommodations to ensure equal access to education at PCC, please see Shelly Stone in the Office of Student Development, 599-1181, ext. 210. The information that you provide Ms. Stone will be kept confidential.

Piedmont Community College now offers a comprehensive package of services to assist students with their academic success. The Student Success Center, located in G-204, provides a variety of free learning support services, including computer access, tutoring, supplemental instruction, study groups, and other academic services. Visit or call Gloria Bennett, Coordinator of the Student Success Center, at 599-1181, ext. 276 to access this valuable student resource.