NORTHERN KENTUCKY UNIVERSITY College of Education & Human Services Department of Counseling, Social Work, & Leadership Counseling & Human Services Program

HSR 101 Survey of the Helping Professions–– 3 Credit Hours Instructor: Classroom Location: ONLINE Office Location: Phone: Email: Office Hours: Catalogue Description: This course will introduce students to the helping professions, exploring roles, typology and functions of various individuals involved human service delivery. This course will explore historical development and trends within the mental health discipline, including ethics, standards, credentialing, public policy, and professional organizations. Purpose of Course: The purpose of this course is to assist students in making informed decisions regarding future academic and occupational goals and to provide information regarding careers in mental health disciplines. Students will analyze the roles, functions, competencies and skills of various mental health professions. Students will explore categories of mental health professions and examine the role of the helper in terms of motivations, values, philosophy, and characteristics amongst the mental health disciplines. Students will analyze and integrate their own values and philosophies contributing to the decision to choose a helping profession and to the work within the discipline. Program Curriculum Objectives Graduates of the Human Services and Addictions Program will…. 1) Apply critical thinking skills within the context of human services and addictions studies. 2) Demonstrate competencies in written and verbal communication, technical writing, and computer literacy. 3) Demonstrate an appreciation of the client's values, life style and goals, practicing without discrimination but with respect, cultural competence, and an understanding of the positive value of diversity. 4) Demonstrate a high level of personal self-awareness, an enhanced understanding of the use of self, and the mechanisms of interpersonal communication, negotiation, conflict resolution, and goaloriented and strategic interactive behavior with client populations, colleagues, and communities. 5) Demonstrate the ability to comply with the Codes of Ethics of the Human Services Profession.

Course Objectives: The following competencies will be developed and demonstrated as part of this course: The following table illustrates how each CSHSE standard is evaluated within the course by student learning outcomes or student assessments. CSHSE National Baccalaureate LEARNING OUTCOME ASSESSMENT Degree Standards In Human Services

Upon completion of this course, students should be able to: a. Analyze the historical roots of human services. b. Explain the creation of the human services profession. c. Examine historical and current legislation affecting services delivery, and d. Discuss how public and private attitudes influence legislation and the interpretation of policies related to human services g. Analyze and interpret historical data for application in advocacy and social change

Learning outcomes will be measured by: Journals Interview, Research Paper and Presentation Compare and Contrast Profession Fact Sheet

Standard 13: The curriculum shall address the scope of conditions that promote or inhibit human functioning.

a. Identify the range and characteristics of human services delivery systems and organizations. b. Discuss the range of populations served and needs addressed by human services professionals. c. Evaluate the major models used to conceptualize and integrate prevention, maintenance, intervention, rehabilitation, and healthy functioning. d. Understand economic and social class systems including systemic causes of poverty. h. Explore the range of human services delivery systems, organization, and characteristic

Journals Position Papers Interview, Research Paper and Presentation Compare and Contrast Profession Fact Sheet

Standard 17: Learning experiences shall be provided for the student to develop his or her interpersonal skills.

d. Demonstrate behaviors that are congruent with the values and ethics of the profession e. Apply critical thinking for analysis, problem solving, synthesis, decision making, and predicting outcomes.

Journals Position Papers

Standard 20: The program shall provide experiences and support to enable students to develop awareness of their own values, personalities, reaction patterns, interpersonal styles, and limitations.

a. Demonstrate the conscious use of self in direct individual practice b. Clarify personal and professional values c. Demonstrate an awareness of diversity in direct individual practice d. Identify strategies for self-care e. Compose a reflection on professional self

Journals Position Papers

October 2010 Revised Standard 11: The curriculum shall include the historical development of human services.

Required Texts: Burger, W. R. & Youkeles, M. (2000). The helping professions: A careers sourcebook. Belmont, CA: Brooks Cole. ISBN: 9780534364755 Supplemental Readings: TBD Classroom Structure and Student Responsibilities: Attendance and Participation: You are expected to attend every weekly online class session. Additionally, you are expected to visit the Blackboard site a minimum of three times a week to participate in discussions, post homework or take advantage of additional materials. All assignments need to be submitted online via Blackboard. Any missing and/or late assignments may result in a 0. Questions for Your Instructor: If you have questions about an assignment or other portion of the course, feel free to post under designated section on Blackboard, by email through the Blackboard site, or schedule a face-to-face meeting. Accommodations Due to Disability: The University is committed to making reasonable efforts to assist individuals with disabilities in their efforts to avail themselves of services and programs offered by the University. To this end, Northern Kentucky University will provide reasonable accommodations for persons with documented qualifying disabilities. If you have a disability and feel you need accommodations in this course, you must present a letter to me from the Disability Programs and Services Office (SU 303), indicating the existence of a disability and the suggested accommodations. More information can be found at http://disability.nku.edu. Professional Behavior, Classroom Etiquette and Student Honor Code: Students should aspire to conduct themselves in a manner that is consistent with the highest degree of ethical integrity in all matters as outlined by the respective ethical guidelines. The work you will do in this course is subject to the Student Honor Code of the Code of Student Rights and Responsibilities and the College of Education and Human Services Code of Ethics. This Student Honor Code [the "Honor Code"] is a commitment by students of Northern Kentucky University, through their matriculation or continued enrollment at the University, to adhere to the highest degree of ethical integrity in academic conduct. It is a commitment individually and collectively that the students of Northern Kentucky University will not lie, cheat, or plagiarize to gain an academic advantage over fellow students or avoid academic requirements. The purpose of the Honor Code is to establish standards of academic conduct for students at Northern Kentucky University and to provide a procedure that offers basic assurances of fundamental fairness to any person accused of violations of these rules. Each Northern Kentucky University student is bound by the provisions of the Honor Code and is presumed to be familiar with all of its provisions. Students also should aspire to conduct themselves in a manner that is consistent with the highest degree of ethical integrity in all matters, whether covered in the Honor Code or not. The success of this commitment begins in the diligence with which students uphold the letter and the spirit of the Honor Code. Students may view the complete honor code at http://deanofstudents.nku.edu/policies/student-rights.html - policies

Students are also expected to adhere to professional behavior as outlined in the Ethical Standards for Human Service Professionals as adopted by The National Organization for Human Services at: www.nationalhumanservices.org/index.php?option=com_content&view=article&catid=19%3Asitecontent&id=43%3Aethical-standards-for-hs-professionals&Itemid=85.

Credit Hour Policy Statement In accordance with federal policy, NKU defines a credit hour as the amount of work represented in the achievement of student learning outcomes (verified by evidence of student achievement) that reasonably approximates one hour (50 minutes) of classroom instruction and a minimum of two hours of out-of-class student work. For every course credit hour, a typical student should expect to spend at least three hours per week of concentrated attention on course-related work including, but not limited to, class meeting time, reading, reviewing, organizing notes, studying and completing assignments. At least an equivalent amount of time is expected for other academic activities such as online courses, laboratory work, internships, practica, studio work and other academic work leading to the award of credit hours. Estimates of the time required for a typical student to complete course expectations are as follows:

Online Communication with instructor: 30 minutes x 15 weeks Required Text Readings: 11 chapters + 6 readings x 2 hours each Online Power Points/Podcasts/Videos: 20 x 2 hours Interview, Research Paper and Presentation Journal Assignment: 10 assignments x 3 hours each Compare and Contrast Paper Position Papers Total

= 7.5 Hours = 34.0 Hours = 40.0 Hours = 25.0 Hours = 30.0 Hours = 06.0 Hours =15.0 Hours = 157.5 Hours

Course Components: Course Materials: Your reading assignments are included in the course schedule and are expected to be completed. In addition to your primary text, you will have supplemental readings and videos that may be included in some week’s learning schedule. Power point lectures and readings are designed to complement one another but do not necessarily cover identical materials. Late assignments may result in a 0. Interview, Research Paper and Presentation: (100 points total) Students will choose a current issue in the area mental health and prepare a six to eight page research paper following the APA Style. All topics must be approved by the instructor by the fourth class session. The paper will integrate the following four areas of research: 1. 2. 3. 4.

An interview with a mental health professional. Related material from the text, lectures, and discussions. Related information from professional literature (i.e., library and Internet research). Students will make a online presentation to the class on their research, and abstracts of students’ papers will be shared.

Journals: (10 points each; 100 points total) The purpose of this assignment is to stimulate your personal thinking, encourage you to express ideas, and examine your thoughts critically on the discussions of course content through journaling. Journals will be submitted as stated in the calendar answering the guided reflection prompt provided by the instructor. Reflection of inventories and attitude scales, video responses, as well as various discussion topics may be included in your journal. Journals should be at least one page in length. Position Papers (25 points each; 50 points total) The student will engage in self--exploration of his/her motives for becoming a mental health professional. Also, the student will discussion of the personal dimensions of helping. Through critical thinking, personal reflection, and conceptualization of principles and issues in assigned readings, the student will create two position papers. The student will be graded on his/her ability to clearly and fully express ideas. Depth of thinking, critical evaluation, independent judgment, insights into issues, practical knowledge, and organization will produce a quality

paper. Address each question or issue within 1 to 1 1⁄2 pages, double spaced and typewritten. Each TOTAL position paper should be no longer than 6 pages. A. Position Paper #1 1. Why do I want to be a mental health professional? With honesty and explanation, focus on your needs and motivations for becoming mental health provider. 2. What role will your values play in the helping process? Select a specific value that you hold and discuss how that value might work for you or against you (and your client). 3. What role will your reaction patterns (ways that you respond—your thoughts, feelings, and actions—to particular kinds of situations) play in the helping process? 4. Describe a particular reaction pattern that might prove a challenge to you as a helper. 5. Select one major ethical issue that is of interest to you, take a clear position, and develop your viewpoint in depth. B. Position Paper #2 1. How will your cultural background, cultural values, and life experiences impact you in counseling clients who are culturally different from you? 2. What mental health profession seems like the best fit for you? Pretend that you are interviewing for a position in that field. How would you answer the following questions? a. Why did you chose this particular field? b. How do you see the role and function of your chosen discipline? 3. What is your most pressing concern as you think of yourself in the process of becoming a professional in this discipline? 4. Evaluate how you have grown and changed during this semester. What are the most important things you have learned so far in relationship to becoming a mental health professional? Compare and Contrast Profession Fact Sheet (50 points total) The student will create a fact sheet clearly delineating similarities and differences between mental health professions. The student is to PICK 4 professions for this paper. One of the professions must be a discipline we did not discuss in class. Through the paper, the student should communicate a clear depiction of the following: (1) Name of the discipline, (2) Historical significance of this discipline, (3) What does this person do?, (4) Required Licensing & Certification, (5) Salary Range, (6) Professional Organizations, (7) How do I fit with this career? Course Assignments and Grading Policy for Course: Grades are based on a percentage of total points gained from attendance, participation, assignments, and exams. Percentages and grades are listed below.

Assessment

Maximum Point Value

% of Total

Journals (10 points x 10) Interview, Research Paper and Presentation Position Papers 25 each; total 50 points Compare, Contrast, and Connect Fact Sheet

100 100 50 50

33% 33% 25% 25%

Total

300

100%

Letter Grade Assignment by Points:

Grade A A‐ B+ B B‐ C+ C CD+ D F

%Range 93‐100 90‐92 87‐89 83‐86 80‐82 77-79 73-76 70-72 67-69 60-66

Points Range 279-300 270-278 261-269 249-260 240-248 230-239 218-230 211-217 200-210 180-199 Below 179 points

Mid-term Grade Mid-term grades will be posted in myNKU by the deadline established in the Academic Calendar (http://registrar.nku.edu/academiccalendar.html).

Weekly Assignments Week Date

Topic

Reading(s)

Assignment

1

Who is the helper? Understanding Holland’s Codes

Supplemental Reading

Journal 1

2

Defining the helper

Supplemental Reading

Journal 2

3

The helping profession: History and Standards

Supplemental Reading

Journal 3

4

The Scope of Human Services

Chapter 1

Position Paper 1

5

Are you suited for the field?

Chapter 2

Journal 4

6

Careers as a Generalist Worker

Chapter 3

Journal 5

7

Careers in Social Work

Chapter 4

8

Careers in Counseling

Chapter 5

Interview, Research Paper and Presentation

9

Careers in Psychology

Chapter 6

Journal 6

10

Careers in Psychiatry

Chapter 7

Journal 7

11

Careers in Therapeutic Recreation

Chapter 8

Journal 8

12

Careers in Art Therapy

Chapter 9

Journal 9

13

Careers in Dance/Movement Therapy

Chapter 10

Journal 10

14

Careers in Music Therapy

Chapter 11

15

Careers in Genetic Counseling

Supplemental Materials

Compare and Contrast Paper

16

Your future in the Helping field

Supplemental Materials

Position Paper 2

Finals

*This syllabus is subject to change to match the needs/demands of the class as deemed necessary by the instructor. *

Student Evaluation of Instructor and Course:

Northern Kentucky University takes Instructor and Course Evaluations very seriously as an important means of gathering information for the enhancement of learning opportunities for its students. It is an important responsibility of NKU students as citizens of the University to participate in the instructor and course evaluation process. During the two weeks* prior to the end of each semester classes, you will be asked to reflect upon what you have learned in this course, the extent to which you have invested the necessary effort to maximize your learning, and the role your instructor has played in the learning process. It is very important that you complete the online evaluations with thoughtfully written comments. Student evaluations of courses and instructors are regarded as strictly confidential. They are not available to the instructor until after final grades are submitted, and extensive precautions are taken to prevent your comments from being identified as coming from you. Starting Spring semester 2011, the students who complete an evaluation for a particular course (or opt out of doing so in the evaluation) will be rewarded for their participation by having access to their course grade as soon as that grade is submitted by the instructor. On the other hand, any student who does not complete the course evaluation (or opt out of doing so in the evaluation) should expect to incur a twoweek delay in access to his or her course grade beyond the university's official date for grade availability. To complete online evaluations go to http://eval.nku.edu. Click on "student login" and use the same USERNAME and PASSWORD as used on campus. *Eight-week classes will be given one week before classes end to complete evaluations. In addition, you should be aware of:  Evaluations can affect changes in courses. Evaluations without comments are less valuable and less credible than those filled out thoughtfully. Comments that are expressed well are more effective than those that are not.

  

Positive feedback is just as important as criticism. Moreover, negative evaluations without any explanation and specifics are not especially useful. Once grades are submitted, all evaluations are read not only by the instructor, but also by the instructor’s department chairperson. Evaluations not only provide feedback to your instructor, but also provide information to the department chair for use in performance evaluations. This information affects reappointments, promotions, salaries, and teaching assignments.