Human Services Major
Generalist human services professionals help others and often work on the "front line," having daily contact with vulnerable individuals and families.
These professionals work with interdisciplinary teams to assess functioning and develop service plans, coordinate services, provide support, and work for social change. The human services curriculum prepares generalists who will have the knowledge and skills necessary to work with a variety of vulnerable populations such as the elderly, children, persons with mental illness, persons with disabilities, and victims of violence.
By earning a human services degree, graduates are prepared to work in a variety of fields including addiction counseling or child, family, and school social work. They are also prepared for opportunities to become community organizers or activists, human service assistants, medical and public health social workers, probation officers and correctional treatment specialists, program directors for nonprofit organizations, and volunteer coordinators.
High School Preparation
High school coursework that will support a student in his or her pursuit of a human services degree includes experience in Family and Consumer Studies, Foreign Language, Psychology, Sociology, and Speech.
Enhance Your Experience
A. Practice Core
All of the following:
Students trace the development of human services as a profession, identify employment options for human services professionals, and examine the various social problems to which human services professionals respond, including but not limited to child abuse, domestic violence, homelessness, immigration, mental illness, needs of the frail elderly, and substance abuse.
Students practice and demonstrate skills for intentional attending, development of therapeutic rapport, culturally competent interviewing and assessment, and solution-focused intervention planning.
Case management is a vital professional skill. In this course students apply informal and formal assessment strategies to family units, identify and document problems in daily living as experienced by various populations, practice decision-making regarding ethical dilemmas, and document generalist case management services using professional practice standards. This course is also appropriate for psychology or criminal justice/corrections track majors.
B. Research Core
Please note: Students take S350, ST132 and either PY290 or S250
This course introduces students to statistical procedures relevant to the science of psychology. Students will examine the theoretical bases and practical applications of descriptive and inferential statistics such as measures of central tendency, analysis of variance, correlation, and regression. The course will emphasize the numerical and visual representations of data through the use of analysis programs such as SPSS and Excel. Students will also attend a weekly laboratory session focused on the utilization of statistical analysis software.
This course examines the major sociological perspectives in conjunction with an instruction in the logic and procedures of gathering information about social phenomena. The course covers topics such as: the logic of the scientific method, research design, hypotheses formation, theory and methods of scaling, and research analysis.
This course offers a working experience in the purpose and tools of qualitative field methods. The course covers rapport, methods of observation, field notes, data coding and analysis, ethnography, focus groups and interviews, as well as an introduction to quasi-experimentation.
This course is designed to develop student facility in the use of statistical methods and the understanding of statistical concepts. The course takes a practical approach based on statistical examples taken from everyday life. Topics include: descriptive and inferential statistics, an intuitive introduction to probability, estimation, hypothesis testing, chi-square tests, regression and correlation. Appropriate technology is used to perform the calculations for many applications, and correspondingly an emphasis is placed on interpreting the results of statistical procedures. Credit is not granted for this course and any of the following: ST232.
C. Human Development Core
All of the following:
This course is designed for the student with little science in their backgrounds. Basic human biological principles are investigated with emphasis on nutrition, cancer, immunity, reproduction and heredity. Special consideration is given to current advances in medicine and associated bio-social issues.
These laboratory sessions are designed to reinforce concepts presented in B200. Emphasis is given to study on the digestive, immune, excretory, circulatory, and reproductive systems.
General Psychology provides an overview of the methods, fundamental principles, and major perspectives which define the discipline of psychology. Intrapersonal and/ or interpersonal psychological processes involved in the biological basis of behavior, sleeping and dreaming, conditioning and learning, cognition, lifespan human development, abnormal psychology, and psychological treatment. Classical and contemporary research and perspectives including the biological, cognitive, behavioral, psychodynamic, humanistic, sociocultural and evolutionary perspectives are explored. Students are actively involved through application, interactive exercises, simulations, and projects.
This course explores the study of growth and development across the life span. Students are introduced to the reciprocal nature of biological, cognitive, social and cultural factors on the developing person. This is a research based introduction to understanding the expression of development in everyday life as it extends to family, friendship, youth ministry, school, neighborhood, sports, health care, and social services.
D. Three upper-division courses
Three upper-division courses approved by the program coordinator from the following courses:
Please note: Students take either HS352 or PS370
This course explores the design and structure of the human body. Lectures present cellular and histological features of the body systems.
This course is an organ systems approach to learning and understanding medical terms. A word building programmed learning format is utilized to understand Latin and Greek root words from which our English medical words originate. Common medical abbreviations and case studies are also incorporated into the course.
This course explores the functions of the body systems of humans. The interrelationships of organ systems processes to maintain homeostasis are emphasized. Laboratory sessions provide experiences with procedures and instrumentation to gather data that highlight the function of the body systems. Course topics are particularly relevant to the health sciences.
This course examines the history, philosophies, and components of the American correctional system. It provides an overview of the origins of corrections and an introduction to the philosophical ideas with which specific correctional approaches are associated. The history, nature and recent developments of major institutions and programs that make up the current correctional system: jails, probation, intermediate punishments, prison, and parole are explored.
The primary objective of this course is to provide a comprehensive survey of the use and/or abuse of drugs in the United States and their impact on the criminal justice system. Special attention is given to the historical and sociological contexts in which drug laws have evolved and the implication of those laws on drug prevention policies.
This course is an examination of the image, roles, status, and activities of American women. In addition, gender issues are explored within their socio-political, cultural, and historical contexts. Special emphasis is placed on a comparative approach to the study of women's lives as they interact with race, class, and ethnicity.
This course is devoted to a thorough review, analysis and evaluation of public welfare policy and at least one other topic. These topics may include but are not limited to the following: health care; environmental regulations; energy; consolidation of federal programs; affirmative action, etc. Special emphasis is given to the formulation, adoption, implementation, impact, and evaluation of public policy.
Specialized courses are offered in areas of particular interest to students and faculty. Examples include adoption, career and vocational development, immigration, substance abuse, and welfare reform.
This course provides a survey of some of the specific issues in health care ethics that are faced today by patients, providers, insurance companies and other constituencies in the health care arena. Such issues include: access — how are limited resources to be allocated? Informed consent – what information must patients possess in order to make reasonable and informed decisions about their health care? What compensatory obligations do providers have in the realm of informed consent? Funding — should the quality of health care vary by the means of the payer? Death — what is death? Also, should a patient have the right to choose the time and means of his or her death? Procedures and technologies — are all possible procedures and technical interventions morally defensible?
This course examines the social, philosophical and legal problems faced by the Supreme Court in translating the abstract language of civil liberties contained in the U.S. Constitution into concrete reality with an emphasis upon current problems and the evolving nature of the process.
This course is devoted to a thorough review, analysis and evaluation of public welfare policy and at least one other topic. These topics may include but are not limited to the following: health care, environmental regulations, energy; consolidation of federal programs; affirmative action, etc. Special emphasis is given to the formulation, adoption, implementation, impact, and evaluation of public policy.
These courses are designed to provide an opportunity to survey and discuss current trends and meet special need of students. Often the course includes both a theoretical and experimental emphasis. Topics vary from year to year depending on student and faculty interest.
Social psychology is the scientific study of how we perceive people and social events as well as how we influence and relate to one another. Areas covered include social cognition; prejudice, discrimination and stereotyping; the self; interpersonal attraction and close relationships; helping; aggression; attitudes and persuasion; conformity, compliance and obedience. Applications of social psychology to academics, the workplace, the media, and social relations are examined.
Personality psychology examines the question, "What does it mean to be a person?" This course includes historical ways in which we have tried to understand human persons. Classical personality theories including psychodynamic, cognitive, behavioral, trait and humanistic/existential are studied and evaluated. Contemporary research in personality areas such as attachment, temperament, the big five traits, and psychological well-being is studied and integrated with historical and classical approaches.
These are courses of particular areas of psychology determined by faculty and student interest. Seminars offerings are predicated upon faculty availability. Topics have included: Psychology of Aging, Health Psychology, Positive Psychology, Psychology of Emotion and Sport Psychology.
The study of deviant behavior as it relates to the definition of crime, crime statistics, theories of crime causation, and crime typologies are treated. The course covers topics such as criminological research, explanations of crime and delinquency, and the development of criminal justice policies.
This course focuses on the concept of youth in contemporary society in terms of their behaviors, roles, experiences, and treatment. It does so within the context of the evolution and structural development of two major social institutions: the child welfare and juvenile justice systems. The course uses a sociological framework to emphasize the social, economic, and political realities of childhood in American society.
The course is an attempt to provide an introduction to a field which is rapidly becoming one of the major areas of research in the social sciences and to bring about an awareness and knowledge about the process of aging. Old people and their needs, the impact of growing numbers of old people in our institutions, and the effect of these institutions on the aged is examined.
This course examines the life cycle and impact of social and political movements, focusing on how the process of frame alignment, mobilizing networks and political opportunities shape movements.
This course provides numerous theoretical perspectives on ethnicity, class and gender along with a variety of activities which ensure each student an opportunity for developing an experience base with members of various ethnic, social class and gender communities.
A comprehensive study of the family and associated institutions, theories and research in American family structure and function, cross-cultural comparisons, family interaction dynamics, disorganization, and change is included.
E. Section E or F
Both of the following:
In this course a student begins work on the thesis requirement. The student is expected to select a relevant topic, review relevant scholarly literature and design a research project independently with mentoring by the academic advisor.
In this course the student is expected to complete the research project designed in HS489. The student develops the project independently with mentoring by the academic advisor.
F. Section E or F
All of the following:
Taken the semester before the student completes an internship, students work individually and as a group to evaluate internship readiness; identify possible internship sites; initiate interviews with prospective internship supervisors; review the literature about the population to be served; and develop learning contracts for secured internship sites. Students must meet university internship eligibility requirements. Graded pass/no credit.
This off-campus experience provides qualified juniors or seniors with opportunities to participate as members of established human services site teams. A minimum of 270 hours is required; the student must register for at least one credit. For an internship exceeding 270 hours, the student may choose to register for additional credits (45 hours = 1 credit). The student's academic advisor, in conjunction with the University's Career Services office and on-site professionals, provides supervision and guidance during the internship.
Students engage in evidence-based self-assessment and peer review as they synthesize professional knowledge and skills during the internship. This course is offered with a distance-learning experience to accommodate students completing geographically-distant internships.
A student may complete the internship requirement with an approved semester study abroad program; consult with the program coordinator to discuss options.
Human services majors are strongly encouraged to complete at least 400 hours of related service work through volunteering, service learning, field experience and internships, and to achieve basic proficiency in Spanish or American Sign Language.