Courses

Designed to heighten students' awareness of substance abuse problems. Students will develop a base knowledge concerning the pharmacology of drugs, including the different types of drugs and their physiological and psychological effects. An exploration of the social response to their use will be included. Areas of social service practice to be covered include theories and models of the etiology of chemical dependency as well as tactics of prevention and treatment designed to meet client needs.

Carries MCC college credit and 45 hours N.Y.S. OASAS-approved credit.

Prerequisite: Placement at ENG 101 level.

Course Learning Outcomes
1. Discuss the addiction process and the impact of substance abuse on society.
2. Describe the Twelve (12)step and Mutual Aid Groups.
3. Explain the linkage between tobacco use, nicotine use and substance dependency.
4. Discuss tobacco use and nicotine treatment, which could include nicotine replacement therapy.
5. Describe the impact of various effects of mood altering drugs which could include the pharmacology, physiological, and the psychological.
6. Explain the difference between use, abuse, and dependency.
7. Explain some of the factors that contribute to drug use, abuse and dependency.
8. Identify various theories and models of addiction.
9. Explain the importance of prevention and intervention strategies related to substance abuse.
10. Explain the Canon of Ethical Principles related to the practice of substance abuse.

Provides students with the pertinent education and training related to issues and information specific to the effects of alcohol and other drug abuse/dependency on the family system and the community, including, but not limited to, physical, developmental, psychological, cultural and sociological implications. Case management, methods of assessment, therapeutic treatment techniques and resources within the community will be addressed.

Carries MCC college credit and 45 hours N.Y.S. OASAS-approved credit.

Prerequisite: ACD 140 with a grade C or higher or taken concurrently.

Course Learning Outcomes
1. Examine how alcoholism/chemical dependency influences the family system which could include generational, physical, psychological, or sociological implications.
2. Describe how the family system affects individual assessment, treatment or therapy.
3. Explain appropriate family support aids for families and adult children of those families.
4. Discuss ethical and professional principles for working with families.
5. Explain the implications of substance abuse for children of addictive families, which may include the need for individual therapy and future therapeutic considerations.
6. Discuss the process of addiction as it relates to the family.

Development of specialized skills in individual counseling specific to the field of chemical dependency. A major component will be the in-depth consideration of each client's individual needs.

Carries MCC college credit and 45 hours N.Y.S. OASAS-approved credit.

Prerequisite: ACD 140 with a grade of C or higher or taken concurrently.

Course Learning Outcomes
1. Discuss individual counseling skills, which may include techniques of therapeutic communication, active listening,transference, and boundaries.
2. Assess needs of individuals and recommend or provide appropriate care, which may include crisis situations.
3. Evaluate treatment effectiveness for each client and adjust treatment techniques and levels as appropriate.
4. Develop, maintain and update treatment plans based on client diagnoses, progress, and needs.
5. Discuss issues of adherence to the Canon of Ethical Principles and Federal Regulations of Confidentiality with an understanding of how these relate to counselor responsibilities and continuing professional development.
6. Discuss case management skills, which could include consultation (Consent for Referral obtained), collaboration or advocacy.
7. Demonstrate confidence in 1:1 counselor/client interactions.

Development of specialized skills in group counseling appropriate in the field of chemical dependence counseling. Methods of application of these skills and knowledge necessary for implementing effective counseling will be provided.

Carries MCC college credit and 45 hours N.Y.S. OASAS-approved credit.

Prerequisite: ACD 140 with a grade of C or higher or taken concurrently.

Course Learning Outcomes
1. Complete a client needs assessment which may include the level of group placement.
2. Describe different types of group counseling methods, which could include techniques, timing, listening and the role of the facilitator.
3. Explain the stages of group counseling which could include the counselor's task at the different group stages.
4. Demonstrate effective group counseling skills which may include responses to group dynamics, behaviors of group members,or closure.
5. Demonstrate appropriate group note documentation.
6. Discuss ethical decision-making and conduct as they relate to substance abuse practice.

Provides students with a comprehensive education related to the broad range of planned and continuing services, included, but not limited to: diagnostic evaluation, continuing assessment, counseling, medical pharmacological, psychiatric , psychological, spiritual and social care, relapse prevention, vocational rehabilitation and career counseling. Will develop cognizance of confidentiality and ethical issues involved in assessment and treatment, which may be extended to persons with alcohol and other substance abuse problems.

-Carries MCC college credit and 45 hours N.Y.S. OASAS-approved credit.

Prerequisite: ACD 140 with a grade of C or higher

Course Learning Outcomes
1. Explain substance abuse assessment and evaluation.
2. Explain substance abuse diagnostic criteria.
3. Examine cultural competency as it relates to the substance abuse population.
4. Develop a treatment plan which may include client record keeping and discharge planning.
5. Discuss case management, which may include service referrals and service coordination as they relate to the substance abuse population.
6. Discuss the toxicology of drugs, which may include toxicology testing and screening.
7. Describe a variety of counseling approaches which may include techniques, modalities,or levels of care for the treatment of substance abuse issues.
8. Discuss effective ethical client treatment placement for a diverse population.

Provides students with the knowledge and skills that will prepare them to understand and deliver appropriate services to individuals who have been affected by the use/abuse/dependency on alcohol and other drugs. Issues will include, but not be limited to, communicable diseases, socio-cultural topics, cultural relevance, MICA population, adolescents, elderly, women, gay/lesbian population, violence and abuse, advocacy, counseling wellness, supervision, prevention, and community education.

-Carries MCC college credit and 45 hours N.Y.S. OASAS-approved credit.

Prerequisite: ACD 140 with a grade of C or higher

Course Learning Outcomes
1. Explain ethical decision making and conduct as they relates to substance abuse practice.
2. Examine confidentiality/legal issues as they relate to current federal (HIPPAA) and state laws regarding substance abuse practice.
3. Explain the completed Mandated Child Abuse and Maltreatment online course for Addiction Professionals.
4. Discuss the OASAS Canon of Ethical Principles, the Federal Confidentiality of Alcohol & Drug Abuse Patient Record Laws (Title 42 CFR. 1(2), and the federal and state confidentiality laws regarding HIV status.
5. Compare and contrast the potential link between communicable diseases including HIV/AIDS and the abuse of psychoactive drugs.
6. Discuss counselor wellness practices, which may include time management, work/life balance, personal biases, stressors and the utilization of clinical supervision.
7. Discuss the role of diverse mutual aid support groups in addiction recovery.

Provides students with in-depth experience in the addiction treatment field. Students will complete an internship totaling 300 hours for the course i.e. averaging 20 hours per week for 15 weeks, plus a 2-hour-a-week seminar, or 25 hours a week plus a 2 1/2 hour-a-week seminar in the 12 week summer program. In the seminar, issues encountered by the students in their internships will be addressed, and information regarding some needed skills and knowledge will be provided. Internship hours worked in addiction treatment agencies may be counted as volunteer work hours or as educational hours toward the N.Y.S. CASAC but not both.

Prerequisite(s): ACD140, ACD143, ACD144, ENG101, HUM101/HUM111, all with a C or higher and permission of instructor.

Course Learning Outcomes
1. Discuss ethical decision making as it relates to substance abuse practice.
2. Create and maintain of clients charts and records, including required privacy protection.
3. Summarize client histories with appropriate brevity based on DSM criteria.
4. Match clients with appropriate addiction treatment programs, including referrals where appropriate.
5. Interact in appropriate, professional ways with clients and colleagues in the treatment setting.
6. Provide clients with update information regarding the course and effects of addiction and the physiological and psychological effects of specific drugs.
7. Explain the application of theory to real life differences as experienced in individual internships.
8. Select appropriate ethical standards from the Canon of Ethical Principles when addressing ethical issues in individual internships.

See the Department Chairperson.

Check if course is offered:
Fall Semester 2024
Spring Semester 2024
Summer Session 2024

This is a prerequisite course for students presently enrolled in TRS 105 who would like to enroll in HUM 101 Introduction to Human Services. It will include an overview of the field, career choices within Human Services, an understanding of the field work experience, self assessment, and a development of personal learning goals and plans.

Course Learning Outcomes
1. Demonstrate a basic understanding of the field of human services.
2. Formulate a personal career plan
3. Demonstrate the skills necessary for making the most of his/her college experience.
4. Create learning goals and plans for achieving those goals.

Introduction to generic issues in human services. Role definition, boundaries, and ethics of professional relationships. Examination of self-awareness in the helping relationship and development of beginning group skills. Development and practice of observing, listening, recording and interviewing skills. Discussion and analysis of field work experiences. Students must be qualified ( based on Accuplacer) to take ENG 101 in order to register for this course. In conjunction with this course, the student must take and pass HUM 111 Field Work in Human Services I.

Prerequisite: Placement exam at ENG 101 level. Corequisite: HUM 111.

Course Learning Outcomes
1. Examine what it means to be in helping relationships both as a helper and as a person who receives help, and examine his or her own behavior as a participant in helping relationships.
2. Identify generic helping skills utilized in the Human Services field including but not limited to assertion, attending, clarification, confrontation, empathy, active listening and interviewing.
3. Demonstrate respect for the group process in seminar and fieldwork experience.
4. Demonstrate professional confidence and responsible behavior when handling confidential material.
5. Demonstrate responsibility for his or her own learning and share in responsibility for what happens in seminar, for the learning of his classmates, and for the welfare and progress of clients in the fieldwork agency.
6. Evaluate career opportunities in human services, especially as they apply to planning his or her own career.
7. Write a process report using judgment to accurately observe and record human behavior.

Development of basic helping skills, including sensitivity, empathy, attending, questioning, confrontation, and problem solving. Examination and evaluation of client assessment, goal setting, case planning, case management. Further practice in group process and continuation of skill development in observing, listening, interviewing, recording and reporting. Discussions and analysis of field work experience. Students must be qualified ( based on Accuplacer) to take ENG 101 in order to register for this course. In conjunction with this course, the student must take and pass HUM 112 Field Work in Human Services II.

Prerequisite: HUM 101 with a grade of C- or better.

Course Learning Outcomes
1. Summarize and explain some of the generic issues in Human Services.
2. Examine the relationship between his/her own values and behavior and how this relationship impacts the helping process.
3. Implement a repertoire of helping skills both within the context of the class and at the fieldwork site.
4. Test and evaluate his/her own effectiveness in working with professionals and clients.
5. Examine and compare available community resources.
6. Compare career options in the Human Service field and critique the realities of working in the helping professions.
7. Demonstrate his/her ability to handle confidential materials in a professional manner.
8. Develop a case study including a case history, progress notes, action plan, and goals.

Designed to allow maximum, flexible response to specific needs of groups and agencies with particular human service problems. Details of specific offerings will be available at registration time each semester offered. Students must be qualified ( based on Accuplacer) to take ENG 101 in order to register for this course. In conjunction with this course, the student must take and pass HUM 116 Field Work in Human Services Focus.

Prerequisite: HUM 101 with a grade of C- or better

Course Learning Outcomes
1. Examine his/her life history and discuss individual life influences on the selection of this profession.
2. Discuss and describe a wide range of essential helping skills.
3. Examine his/her helping skills and select those areas where needs exist.
4. Evaluate which individual helping skills are lacking, in need of remediation or subject to development to a higher level of competence.
5. Create goals and plans for meeting individual needs for skill development.
6. Appraise the success of each plan for improvement.

Introduction to basic helping skills in human services. Examination of professional ethics in helping relationships. Examination of self-awareness and development of beginning active listening skills including, but not limited to, observing, listening, questioning, and challenging in helping relationships. Introducing concepts of empathy, acceptance, and unconditional positive regard.

Students will complete an experiential learning portion totaling 80 hours of field work. Students will explore and gain hands-on practical experience in a community agency based on their interests and goals and participate in discussion and analysis of field work experiences. Students must have satisfied any placement or pre-requisites to be at ENG 101 level.

Satisfied any placement or pre-requisites to be at ENG 101 level

Course Learning Outcomes
1.Examine what it means to be in helping relationships both as a helper and as a person who receives help, and examine their own behavior as a participant in helping relationships.
2.Introduce foundational theories in the helping field while identifying helping skills including, but not limited to attending, clarification, confrontation, empathy, active listening, and interviewing.
3.Analyze field experience with peers in relation to helping skills in human services.
4.Understand key ethical principles, considerations, and dilemmas relating to, but not limited to, confidentiality, informed consent, competency, and boundaries.
5.Demonstrate professionalism and ethical behavior at field placement site and in seminar.

On the basis of his or her particular interests, each student chooses the kind of community agency in which he/she would like to train. Under the guidance of experienced agency supervisors, the student begins the reality testing process in the paraprofessional role. Carefully graded opportunities to take responsibility for agency clients. In conjunction with this course, the student must take and pass HUM 101 Introduction to Human Services. Open only to students in HUM 101.

Course Learning Outcomes
1. Recognize the realities of working in a Human Service setting.
2. Demonstrate the ability to function as a member of a human services team.
3. Evaluate working and learning under supervision.
4. Discuss and critique his or her fieldwork experience with classmates in the seminar.
5. Discuss and critique the helping skills used in the fieldwork setting.

Student chooses this field work placement in accordance with his or her emerging career goals. Opportunities for taking increasing amounts of responsibility for agency clients. Planning with experienced agency supervisor to develop specific skills needed to function effectively as a member of the agency's helping service team. In conjunction with this course, the student must take and pass HUM 102 Basic Helping Skills. Open only to students in HUM 102.

Prerequisite: HUM 111 with a grade of C- or better.

Course Learning Outcomes
1. Identify the purposes, methods and problems of the agency in which the student is placed, and learn to work within the policies and procedures of that agency.
2. Describe the agency’s relationship to other community resources and programs.
3. Demonstrate acceptance of persons from different cultural and socio-economic backgrounds, and to develop respect for varying values systems and lifestyles.
4. Demonstrate respect for the integrity and privacy of individuals and groups, and to treat as strictly confidential any personal information gained through professional contact.
5. Demonstrate professionalism in reporting to fieldwork on time, keeping appointments, preparing for supervisory conferences, planning and organizing work, meeting deadlines, and learn to accept constructive criticism as part of the learning process.
6. Demonstrate familiarity with the practical mechanics of the agency’s operation, e. g. the use of equipment, telephone, forms, files and reports.
7. Demonstrate the ability to observe, listen, hear, and report findings orally or in writing, all in an objective manner.
8. Demonstrate flexibility, adaptability, creativity, and tolerance for frustration.

A Human Services field work course designed to meet the needs of students in Human Services focus courses. This course provides practical experience in the service field for each Human Services focus course. In conjunction with this course, the student must take and pass HUM 106 Human Services Focus. Open only to students in HUM 106.

Prerequisite: HUM 111 with a grade of C- or better; co-requisite: HUM 106

Course Learning Outcomes
1. Demonstrate essential skills, knowledge and relevant attitudes necessary for human services work.
2. Examine helping skills levels and acquire, improve or refine skills through interaction with clients and staff.
3. Realistically appraise one’s potential for the particular human services field represented by the fieldwork site.
4. Demonstrate effective team building skills to increase the sense of joining in a profession.

This course will provide students with an orientation to direct services in the field of disability. It will give a broad overview of the essential topics in providing direct services and address common expectations and issues direct service providers encounter in this field.

Course Learning Outcomes
1. Compare the history of disability support services to current practices through analysis of course materials.
2. Identify and explain the basic categories of disability and commonly associated characteristics.
3. Interpret individualized plans to determine services needed by consumers.
4. Describe the rationale for compliance and the important aspects of documentation to the field of disability support services.
5. Apply the rationale for documentation in the field of disability support services through the analysis of example documentation.
6. Examine research on a particular issue in the field of disability services in order to develop an argument about this issue.

This course is designed to explore careers in the disability field and also examine service systems that provide support to people with disabilities. The course will emphasize experiential opportunities to meet and observe individuals from a variety of professions in the field, which will foster a deeper understanding of roles and responsibilities in the disability field.

Course Learning Outcomes
1. Identify service professions in the disability field and describe their roles and responsibilities
2. Identify differences in disability services systems and describe how care is provided to client/consumers in each care setting.
3. Discuss and provide details on the specific tasks and experiences of professionals in an area of the disability support services field.
4. Compare the roles and responsibilities involved in the various professions in the field of disability support services.
5. Critique case studies for effective person centered practices across care settings

Examination of the models, theories and roles that guide the practice of Human Services. The organizational structure of human services agencies will be examined and the systemic issues that impact clients and agencies will be analyzed. Career and transfer opportunities will be explored. Advanced group process, and field work experience will be discussed and analyzed. Students must be qualified ( based on Accuplacer) to take ENG 101 in order to register for this course. In conjunction with this course, the student must take and pass HUM 211 Field Work in Human Services III.

Prerequisite: HUM 102, 112 with a grade of C- or better.

Course Learning Outcomes
1. Describe and critique the various models and theories that guide human services practice.
2. Evaluate the strengths and limitations of the models and theories of Human Service practice
3. Apply the models and theories of Human Service practice when working with clients
4. Analyze the organization structure of a Human Service agency.
5. Assess the effectiveness of a Human Service agency in achieving its mission.
6. Create their own plan for continuing their education and/or career development.
7. Evaluate a Systems Theory approach when working with individuals, families, agencies or communities.

This course will provide an introduction to legal, medical, and social perspectives on family violence issues. It will examine the definitions/types, controversies, and nature/scope of family violence. It will also examine the factors which contribute to and consequences of family violence from the legal, medical, and social perspectives. Students will develop, discuss, analyze, and practice working with issues of family violence in class.

Course Learning Outcomes
1. Examine the legal, medical, and social perspectives on violence issues within family systems.
2. Evaluate the definitions, causes, and effects of violence on individuals and families.
3. Examine perpetrator, victim, survivor, and family system dynamics related to violence.
4. Participate in a group presentation examining the legal, medical, and social perspectives on one of the specific areas of violence within the family.
5. Identify skills required in working with individuals and families with histories of family violence.

The course provides a basic understanding in the identification, prevalence and characteristics of individuals with disabilities across the life span. Additionally, the course will review legal mandates and historical movements that have shaped and defined the disability community today. Students will explore resources that will assist them in working with individuals with disabilities across the lifespan.

Course Learning Outcomes
1. Discuss basic terms in the disability field.
2. Describe concerns in the disability field.
3. State strategies to assist individuals with disabilities and families.
4. Select relevant resources for individuals with disabilities and families.
5. Develop recommendations and strategies for individuals with disabilities and their families.
6. Complete observational research of the experiences of an individual with disabilities.

Students select field placement to enhance attainment of individual career goals. Under experienced agency supervisors, students carry increased responsibility for clients and for agency program planning. Further development of the specific helping skills needed for effective functioning in the chosen agency. In conjunction with this course, the student must take and pass HUM 201 Models of Helping. Open only to students in HUM 201.

Prerequisite: HUM 112 with a grade of C- or better.

Course Learning Outcomes
1. Through field experience students will recognize, identify and compare how various theories and models are used in the assessment and treatment of clients at their agency.
2. Through field experience students will scrutinize the efficacy of the different models, theories,and roles utilized with clients at their field site.
3. Students will examine and distinguish the organizational structure of their field site and describe the internal and external operational components.
4. Through field experience students will analyze their own capacity for working in a human services agency.

Development of skills needed for effective, culturally sensitive helping, management and rehabilitation of clients with mental health disorders. Skills include attending, observing, analyzing, and problem-solving. Attention will be given to enhancing client motivation, assessing affective states, collecting data, analyzing behavior, and recognizing onset of relapse and violence. Students will practice responding to resistance, team-based safety management in treatment settings, and communicating health and wellness information to clients and significant others. Discussions include analyzing case studies, knowledge of the rights of patients, and developing cultural competency.

Course Learning Outcomes
1. Summarize stages of recovery in various behavioral health disorders
2. Articulate principles of safety management appropriate for varied treatment settings
3. Describe principles of motivational enhancement appropriate to stages of recovery from severe mental illness
4. Demonstrate the ability to communicate mental health and wellness information
5. Describe the presentation, course, and symptoms of major behavioral health disorders
6. Describe responsibilities appropriate to mental health technicians and other treatment team members
7. Collect measurable data on behavior
8. Analyze behavioral data to develop a clinical hypothesis

This course will provide an introduction to trauma and principles of trauma informed care. It will examine the definitions/types and nature/scope of trauma and its impact on individuals, families and communities. It will also explore how trauma informed care informs the delivery of services and interaction with persons in various settings such as human services, social work, education, medical care, addiction treatment, and criminal justice. Students will develop, discuss, analyze and practice aspects of trauma informed care.

Prerequisite(s): ENG 101 or ENG 200

Course Learning Outcomes
1. Analyze the definitions and prevalence of trauma.
2. Evaluate the effects of trauma on individuals, families and communities across relevant settings.
3. Recognize the interconnections of the neurobiological basis and impact of trauma as a risk factor for health, mental health, substance abuse and other social problems.
4. Examine the principles of trauma informed care and the practical applications of trauma informed care in various settings.
5. Utilize case studies to observe and collect data on the impact of trauma on the lives of people.
6. Employ analysis skills to interpret5. case studies related to trauma informed care.
7. Develop hypotheses and plans based on case studies that reflect the principles of trauma informed care.
8. Identify skills required for the provision of trauma informed services.
9. Recognize signs of vicarious traumatization.
10. Describe the role of self-care. .

This course addresses issues that may be encountered by those whose work brings them into contact with individuals who are returning, or have recently returned, to society from incarceration. It includes understanding of the stigma attached to their legal status, the barriers that they may encounter, and the sometimes misguided mind-set with which some formerly incarcerated individuals anticipate their return to families and society as a whole. Additionally, the course includes topics such as interaction with legal supervision, case management, housing, and employment for the formerly incarcerated.

Course Learning Outcomes
1. Explain and discuss factors that facilitate the successful reintegration of formerly incarcerated clients (FICs) into society.
2. Understand and explain the human service worker's interactions with supervisors of clients including, but not confined to Parole and Probation officers and court officials within the legal system.
3. Explain and discuss the complexities of supervised housing and other housing issues for FICs.
4. Simulate case management skills and techniques in guiding clients through the realities of returning to society including family reunification, employment and housing.
5. Demonstrate knowledge of and identify resources for re-entering individuals such as treatment facilities, DHS, and other organizations.
6. Demonstrate appropriate professional boundaries in working with clients, their families, and other professionals in the field.

This course will provide an overview of documentation and compliance requirements across service systems, including early intervention services, school-age services, vocational rehabilitation services, mental health services,and day services. In addition, the course will incorporate approaches within a person centered planning framework for developing and implementing individualized supports for individuals with disabilities.

Course Learning Outcomes
1. Analyze documentation templates and examples from various systems in the field of direct disability support services.
2. Identify the primary components of documentation procedures and materials and the necessary steps to complete the process and documents in various service systems.
3. Identify and discuss documentation strategies that foster individualized planning for a person with a disability across various service systems.
4. Choose a documentation template and complete the necessary documentation forms in a service system.
5. Create a person centered plan that draws from various resources in the community and through electronic media.

This course is an exploration of the ways in which people with significant disabilities are supported in their communities. The course will emphasize concepts of positive behavioral support and communication strategies to facilitate self-determination and independent decision-making in a person’s daily life. Students will learn about key concepts and the philosophy models of services systems that support people with significant disabilities.

Course Learning Outcomes
1. Design a task analysis in order to support the independent completion of an activity for a person with a communication need in the community.
2. Describe supported communication strategies for people with significant disabilities.
3. Analyze the impact of rewards and punishments on the behavior of individuals with disabilities.
4. Discuss various functions of behavior.
5. Identify preventative and proactive strategies for supporting positive behavior in individuals with disabilities.
6. Analyze collected data on the behavior of another individual.
7. Create a functional behavioral assessment, leading to a hypothesis on the behavior of another individual.
8. Develop a positive behavior support plan that fosters communication or independent decision-making in the community.
9. Present strategies and resources to support the communication or positive behavior of individuals with a specific disability diagnosis.
10. Discuss environmental influences on the behavior of individuals with disabilities.

This course will provide an in-depth exploration of contemporary issues in the field of direct disability support services, starting with the historical roots and current events in the disability rights movement, moving into specific contemporary issues, and ending with the most current controversial topics in the field.

Course Learning Outcomes
1. Create connections between the historical oppression of individuals with disabilities, the disability rights movement, and current issues in the field of direct disability support services.
2. Synthesize varying viewpoints, using references to course readings, on contemporary issues in the field of direct disability support services.
3. Relate the experiences of individuals with disabilities and/or their families to practices in the field, based on the analysis of a narrative on these individuals and/or their families.
4. Express contemporary views of disability, such as disability identity, disability culture, and the social model of disability.

Students will examine contemporary issues impacting older adults such as special needs, changing roles experienced with aging, community resources, legislation and programs designed to meet these multifaceted needs. Students will develop methods for planning and implementing diverse activities and other approaches to encourage maintenance of health and self-sufficiency of the mature adult.

Course Learning Outcomes
1. Discuss how the term aging revolution or graying of America impacts the Human Services field.
2. List negative and positive stereotypes of aging.
3. Describe how the social changes adults experience in later years affect case management.
4. Compare and contrast the impact of life positions on the responsibilities of the human services worker such as partnered couples, single, widowed, divorced, never married,remarried.
5. Describe the myths regarding older adults and sexuality.
6. Explain typical characteristics of the aging body in relation to the role of the human services worker.
7. Identify the components of healthy living choices for older adults.
8. Discuss specific factors about the older workers that impact individual decisions to work past retirement age.
9. Describe the activities of the daily living index (ADL).
10. Design resources to assist aging clients with appropriate services.

See the Department Chairperson.

Check if course is offered:
Fall Semester 2024
Spring Semester 2024
Summer Session 2024