UNIVERSITY OF BALTIMORE/COPPIN STATEUNIVERSITY
HSAD 602 HISTORY & FOUNDATIONS
OF HUMAN SERVICE SYSTEMS
Fall 2011
Section 185 Section 186
COURSE DESCRIPTION:
The history and foundations of human service practice are surveyed. Societal factors that have fostered the evolution of human services are emphasized and basic strategies and tactics common to the delivery of human services are reviewed.
COURSE OBJECTIVES AND GOALS: The below stated goals are not sequential, they represent competencies and outcomes of the successful completion of this course.
To understand the evolution of human services relevant to social influence
To understand contemporary issues relevant to human services delivery systems
To understand the practice and field of human services
To develop the ability to self-reflect toward personal and professional growth
To demonstrate an understanding of the foundations for helping
To understand different models for helping and applications to special areas
To understand the complexities of the relationship between the helper and those being helped
REQUIRED TEXTS:
Woodside & McClam (2011). An Introduction to Human Services, 7th edition. (CA:Brooks/Cole).
COURSE REQUIREMENTS:
Grades- Course grades are based on a composite of performances in the following areas: 2 exams (25 points each), an individual project (25 points), weekly journal (20 points), class participation (5 points). The overall grade is based on a 100 point scale. All late assignments will lose 50% of their potential points.
Missed exams or assignments- If a student knows in advance of the exam/assignment date that he/she will not be able to take the exam/assignment, he/she should inform the instructor as soon as possible before the exam/assignment is given. The exam/assignment must be turned in early. The acceptability of excuses is decided by the instructor.Documentation will be required. If a student is excused from an exam, he/she will be given a different exam.The grade for a missed exam without an accepted excuse is zero. The only excuses that I accept are a doctor’s note for physical illness or documentation of a death in the family.
Individual project- Each student will complete an individual project. The topics and time schedule for these projects will be chosen at the beginning of the semester. The project will consist of an oral and a written requirement. The directions and other details for this project are attached to this syllabus.
Weekly journal-Each student will keep a weekly journal of personal insights and professional growth. The directions for the journal are attached to this syllabus.
Class participation- It is expected that each student will complete the assigned
readings before each class and be prepared to meaningfully discuss these readings and related issues in the respective class sessions. Several active learning assignments will be given throughout the semester. STUDENTS HAVING MORE THAN TWO UNEXCUSED ABSENCES WILL HAVE TO MEET WITH ME. YOUR GRADE WILL LIKELY BE IMPACTED NEGATIVELY. IT IS THE STUDENTS RESPONSIBILITY TO ARRANGE THE MEETING.
COURSE OUTLINE AND ASSIGNMENTS
* Journal entriesare due every class from Sept 13/14 through Dec 6/7*
Due datesActivities Readings
185/186
Tues/Wed
Aug 30/31 Student Speakers/Syllabus
Program Orientation
Sept 6/7Plagiarism, Scholarly Sources, Citations
Mike Kiel ()
Sept 13/14Discuss Journal 1 Ch 1 Review Ch 1
Sept 20/21 Discuss Journal 2 Ch 2
Review Ch 2
Project topic due/ 2 copies
Sept 27/28 Discuss Journal 3 Ch 4
Review Ch 4
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Oct 4/5EXAMINATION (25 points)Chapters 1, 2, & 4
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Oct 11/12 Discuss Journal 4 Ch 5
Project outline due/ 2 copies
Review Ch 5
Oct 18/19Discuss Journal 5 Ch 8
Review CH 8
Oct 25/26Discuss Journal 6 Ch 9
Review Ch 9
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Nov 1/2EXAMINATION (25 points) Chapters 5, 8, & 9
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Nov 8/9STUDENT PRESENTATIONS/ Journal 7
Nov 15/16STUDENT PRESENTATIONS/ Journal 8
Nov 22/23Thanksgiving Break – No class
Nov 29/30STUDENT PRESENTATIONS/ Journal 9
Dec 6/7 STUDENT PRESENTATIONS/ Journal 10
All Journals Due
Dec 13/14 STUDENT PRESENTATION, IF NEEDED
Final Papers Due
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DIRECTIONS FOR SEMESTER PROJECT
Each student will complete an individual semester project which will consist of a written paper (15 pts.) and oral presentation (10 pts.). The entire project will be worth 25pts of the student’s course grade.
Topic- The topics for the projects will be chosen by the student, subject to the approval of the instructor. A one-page description of the topic will be submitted for approval on September 20/21, and an outline of the paper will be submitted for approval on October 11/12. The topic should be an area of interest to the student that is relevant to human services. It should not be general but specific. Some previous topic papers that have been done by students are “Factors that explain the increase of Gang activity in Maryland;” “The Homeless in Baltimore: Services needed to support their plight;” “Strategies to decrease teen pregnancy in Baltimore;” “Leadership skills and qualities required to operate a Human Services Organization;” and “Strategies for increasing AIDES/HIV awareness in low-income areas in Maryland.” IT IS REQUIRED THAT EACH STUDENT INTERVIEW A MINIMUM OF ONE PROFESSIONAL IN THE AREA THAT HE/SHE IS DOING THEIR PROJECT.For example, if your paper is on the homeless, you must find a leader to interview that works in that area. NOTE: Do not interview individuals from the actual population.
Written paper- For the topic chosen, each student will write a full 10-15 page paper, plus a cover page (APA format), with relevant references. Do not include a table of contents. Do not begin each section on a new page. All papers must be submitted as an MS Word document in 12 point Times New Roman font, double-spaced, one inch margins. All final papers will be due on Dec 13/14. PAPERS ARE DUE AT THE BEGINNING OF CLASS. Any paper turned in later than 6:00pm is late.
No late papers will be accepted. Late papers will not be read by the instructor and will receive a zero grade. If the student is unable to attend class on the due date, the student is still responsible for submitting the paper by 6:00pm.
The chosen topic should be well-researched, with all information from outside sources fully documented through the use of textual citations, plus a list of references. Each student should have a minimum of 10 separate references. The references should be a mixture of scholarly articles and books, in addition to one or two interviews. Please balance your references.
Evaluation Rubric
Your paper will be evaluated on content, proper use of APA style writing, appropriate citations and references, grammar and punctuation, organization and structure, clarity of thought, and following all the above-mentioned directions.
PowerPoint Presentation- Based upon topics submitted by all students, the instructor will create a schedule of individual student presentation dates. On his/her assigned day, each student will complete a PowerPoint presentation on the same topic as his/her written paper. Each student should plan on approximately 10 minutes for a formal presentation, followed by a 5 minute question and answer session with the audience. No rearrangements of presentation schedule will be permitted. Failure to make an oral presentation earns a grade of zero for the presentation. The entire presentation must be no longer than 15 minutes including discussion. Imay adjust type of presentation depending on class size.
Evaluation Rubric
Your PowerPoint presentation will be graded on style and quality of presentation, organization, staying within the 15 minute time frame, content of presentation, the ability to field questions, and clarity of thought
GUIDELINES FOR PERSONAL HUMAN SERVICES JOURNAL
Each student will keep a personal human services journal, making weekly entries of his/her personal insights and professional growth concerning the field of human services. Students are encouraged to be honest and reflective in their entries. The journal is ultimately for the student’s own purpose, to encourage personal and professional growth. Students should attempt to incorporate and integrate the readings relevant to their experiences, where appropriate. Students should attempt to seek and recognize teachable moments in applied settings, outside the classroom.
Each weekly journal entry will be brought to each class, typed and double-spaced. As time allows, these entries will be discussed in class so that the class can benefit from each other’s experiences. The entries will be submitted to the professor at the conclusion of each class. A total of ten entries are required. No entry should be less than one full-page. Each entry should include an integration of the reading relevant to your experience, in addition to an honest reflection. The entry may sometimes be more reflective of your personal experience and other times more reflective of your relevant readings. No entries are due on exam days or the week of Thanksgiving.No late journal entries will be accepted.
Grades will be based upon the student’s diligence in maintaining the journal, relevance of entries to course issues/topics, and demonstrated growth in understanding of self and the field of human services. Entries will not be graded weekly. Rather, the instructor will accumulate them and assign an overall grade to each student at the end of the semester.
The purpose of the journal is to reflect upon both areas where you excel and need improvement. The focus should be on growth and development. These issues may sometimes overlap in your personal life. These issues may include lack of organization, negative attitudes, inappropriate language or behavior, not listening to the needs of others, not meeting deadlines, inability to take criticism, tardiness, poor written/verbal communication, etc. It is important to understand how your beliefs, behaviors, values, and attitudes impact both co-workers and consumers of your relevant services. The beliefs, behaviors, values, and attitudes of leaders of organizations flow downward to supervisors, staff, and consumers of your organizations services.
Grading Scale
A = 90 points or above
A- = 87-89
B+ = 84-86
B = 80-83
B- = 77-79
C+ = 74-76
C = 70-73
C- = 67-69
D+ = 64-66
D = 60-63
D- = 57-59
F = 56 points or below
The Achievement and Learning Center
The Achievement and Learning Center is a free resource for all students and offers support in three ways:
1) A tutor or study facilitator may be available for this course. Visit or stop by the Achievement and Learning Center in AC 113 to submita request.
2) Writing consultants provide feedback on anything you're writing for UB courses at any point in the writing process. Writing consultants do not proofread papers—they help you learn to proofread your own work. Assistance is available in person, online or by phone. Call 410.837.5383 to set up an appointment or visit to learn more.
3) To gain a competitive edge in the classroom or the workplace, make an appointment with Learning Consultant Cydney Delia. She can help you develop a personalized "master plan" that helps you establish new habits for accomplishing your goals. Learn more about her services at To schedule an appointment, stop by AC 113, call 410.837.5366 or .
Study Guide for Test 1
Be able to describe in great detail, comparing and contrasting, the themes of Problems in Living, Growing Problems in the Modern World, Self-Sufficiency, Social Care, Social Control & Rehabilitation.
Be able to describe in great detail, the origins of helping services. The response should include Feudal Lords, the Church, and the impact of growth and commerce, the significance of the Elizabethan Poor Laws. The change of social thought toward the needy in the 1800’s should be discussed. Be able to compare and contrast the social philosophies of Individualism, Laissez-Fair, and Social Darwinism and their impact on social thought toward the needy.
Discuss in great detail the contributions and legislative impact and outcomes that Presidents Franklin D. Roosevelt, Lyndon Johnson, Richard Nixon, Ronald Reagan, George Bush Sr., Bill Clinton, George Bush Jr. & Barack Obama had on Human Services.
Be able to compare and contrast The Medical, Public, Health, and Human Services Model.
Study Guide for Test 2
Be able to discuss the Whole Person in terms of the multifaceted perspectives and life experiences. Describe the factors in Defining Problems in terms of Situational Perspective, Meeting Human Needs, Societal Change, Barriers to Help, and the Client Perspective. Discuss Defining Strengths.
Discuss the agency environments in terms of Mission and Goals, Job Openings, Organizational Chart, and Resources. Also, understand the importance of Building an Information Network, Knowing Formal an Informal Networks, and Professional Development.
Be able to define and Ethical Dilemma and name and define the 6 principles that form the foundation of ethical behaviors. Discuss the Purposes and limitations of codes of ethics. Be able to apply the Ethical Decision Making Model.
Most of the questions will have an “applied component.”
Something to think about
According to Corliss and Corliss (2006), those who become passive in their learning, placing the burden on others instead of their selves, subsequently become negative and bitter about their experiences. They complain about their department, professors, students, and everything and everybody accept themselves. Such blaming is useless and non-productive and sets up a negative pattern, and is more a reflection of their focus than the situation itself. Making a conscious decision to focus on the positive aspects of their training and education, rather than concentrating on organizational shortcomings and imperfections, is essential to making the best of your experience. Learn to work creatively within a system, instead of allowing yourself to be demoralized by its limitations. The way we all decide to begin a journey has an impact on our final destination.
Evaluate your own performance inside and outside the classroom!
Communication skills
Verbal communication skills
Write clearly and concisely
Willing to speak up, communicate information, and ask questions
Listen to feedback and improve
Problem-Solving/Decision-Making Skills
Analyze situations and take appropriate actions
Offer creative solutions
Collect and analyze information relevant to task completion and establishes a course of action within a timeframe
Resolve problems in an appropriate time frame.
Teamwork
Establish rapport and credibility among team members.
Share resources with others
Assist and cooperate with co-workers
Demonstrate willingness to put forth extra time and effort
Assume appropriate leadership roles.
Self-Management
Produces high-quality, accurate work
Seeks new strategies when current approach is not effective
Displays good judgment and establishes priorities
Use time efficiently
Demonstrate ethical behavior
Punctuality
Initiative
Seek opportunities to learn
Recognizes teachable moments
Acts decisively on critical issues
Overcomes obstacles and problems
Set and communicates goals; follow-up with results
Self-awareness
Openness toward growth and development
Willingness to alter ones’ preconceived notions
Honestly reflects upon weakness or areas that need improvement
Knowledge of how your attitudes, behaviors, and values impact your thinking and behavior
Knowledge that unexamined and therefore hidden values can be most harmful; the may allow thoughts, biases,and prejudices to behaviorally manifest unintentionally
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