Human Services 211B
Principles and Methods in Human Services
Fall 1998





Professor Pamela M. Kiser                                                      Ext. 2348
Alamance 204B                                                                         kiserp@elon.edu
Office Hours MWF 11:00-1:00
                       TT 1:00-2:30

In addition to the above hours I am generally in my office until about 3:00 each weekday. While I make a special effort to guard the above office hours from the intrusion of other activities, I have found this to be impossible due to numerous committee meetings and administrative responsibilities. I encourage you to drop by any time but also feel free to schedule an appointment with me to be sure that you will find me in.

Texts:
Edelman, M. (1992). The measure of our success: A letter to my children and yoursBoston: Beacon Press.

Neukrug, E. (1994). Theory, practice, and trends in human services: An emerging profession. Pacific Grove, CA: Brooks/Cole.

Objectives: The student will gain:
1. knowledge of the history of the helping profession and the evolution of services and social policy over time.
2. knowledge of the values and ethical principles of the helping profession and an ability to use these principles as guidelines for everyday practice.
3. knowledge of the helping process and the skills involved in establishing an effective helping relationship.
4. an understanding of the human services worker as a professional and the various roles which the human service worker assumes in the work place.
5. knowledge and understanding of some to the major populations served by human services professionals and some of the fields within which various services are delivered.
6. an understanding of the human services system as a network and the strengths and weaknesses of this system.
7. awareness and understanding of his/her own strengths, weaknesses, interests, and goals as they pertain to the field of human services.

Requirements:
1. ATTENDANCE. Students are expected to attend class regularly, arriving on time and staying in class for the full class period. For each unexcused absence beyond three (3), two (2) points will be subtracted from the studentís final grade. No distinctions are made between excused and unexcused absences. In the unlikely event that you should have an dibilitating illness, you may speak with me about this. It is the studentís responsibility to inform the professor at the end of class if he or she has entered after the roll is called. Since promptness is emphasized, this should be extremely rare. Tardiness, leaving class early, or disrupting class by leaving and re-entering will also result in penalties on the studentís final grade.

2. PROMPTNESS. Late work is generally not accepted. All work is to be handed in during class on the due date. It should not be necessary to slide work under the professorís door and students do so at their own risk. This applies to any homework assignments as well as papers or projects. in the rare instance in which late work is accepted, it generally carries a significant penalty. Please plan and complete your work in a timely fashion in order to accomodate the unexpected last minute events (e.g., illnesses, computer crashes, etc.) which might interfere with your work.

4. FIELD WORK. Each student is required to complete forty (40) hours of field work in an appropriate human services setting. Each student will submit a Service-Learning Plan, a daily journal, a time sheet, and an evaluation. Further instructions are attached to this document.

5. LIFE MATRIX PAPER: Each student will write a paper in which he or she explore his or her own personal development and behavior in light of the six components of the Life Mtrix Model: organic make-up, psychodynamic make-up, self-concept, learned behaviors, sociocultural make-up, and environmental supports and stressors. This assignment will be discussed extensively in class.

6. HOMEWORK. Various assignments will be made to augment and enrich materials in the text and classroom work. Brief reaction papers, library readings, internet searches, etc. will be assigned as needed. Satisfactory completion of these assignments in a timely manner will be expected and recorded. The studentís class participation grade will reflect this work.

7. WRITING. The Human Services Department expects all written work to be mechanically and grammatically correct (i.e. well-organized, correct spelling, noun-verb agreement, etc.). All written work will be evaluated with this in mind. Grades will reflect the quality of the writing as well as the content of the work. All written work for this class should be typed on a word processor.

6. EXAMINATIONS. There will be three tests, including the final exam. Students will be responsible for all information covered in the readings as well as in class. Class time will not routinely be spent reviewing information in the text.

7. CLASS PREPARATION AND PARTICIPATION. Students are expected to participate in class discussion, role plays, small group work, and other activities. To do so it is necessary that students enter class prepared (having read the assigned reading, completed any homework) and ready to stay on task. Also, students are expected to contribute to a the creation of a positive classroom climate which is conducive to learning. Research indicates that students find the following behaviors annoying and disturbing in their classmates: talking in class, packing up and/or rustling papers, arriving late and/or leaving early, cheating, wasting class time (being unprepared for class, asking questions which have already been answered, etc.), and showing disrespect and poor manners toward the instructor and other students (Ballantine and Risacher, 1993). For faculty members, students who attend class irregularly, ask for extensions on assignments, and miss assignment deadlines contribute to a negative learning atmosphere (Nilson, 1998). A portion of each studentís final grade will reflect the impact which the student has had on the overall learning environment in the course.

8. HONOR CODE. All students sign the honor code upon entering the college. Students are expected to strictly comply with its terms. I will enforce this policy without exception in accordance with the policies and procedures within the Elon College Student Handbook.

9. E-MAIL ACCOUNTS: All students are required to set up an e-mail account. I will use e-mail to communicate with students as needed. I encourage students to use this method to communicate with me as well as with other students.

EVALUATION:
Field Work             100 points
Test 1                     100 points
Test 2                     100 points
Test 3                     100 points
Life Matrix Paper    100 points
Class Participation   100 points

Evaluation Standards:
Grading of all tests and assignments will be in accordance with the Elon College catalogue descriptions for each grade as indicated below:
A Indicates a distinguished performance
B Indicates an above average performance
C Indicates an average performance, work reflects a basic understanding of the subject
D Indicates a passing performance, despite some deficiencies
F Indicates failure

Grading Scale:
A     93-100             C   73-76
A-    90-92              C-  70-12
B+    87-89              D+ 68-69
B      83-86              D   63-67
B-     80-82             D-  60-62
C+    77-79             F    59 and below

TENTATIVE COURSE OVERVIEW
          Aug. 26 Overview of course

          Aug. 28 Read Neukrug, p. 293-297

Reserve reading: Learning from Service: Experience is the Best Teacher or is it? by Conrad and Hedin
What is Service-Learning?

Sept. 2 & 4 What is a Human Service Worker?
Read Neukrug, Chapter 1

Sept. 7 & 9 Historical Forces, Social Policy, and Human Service Delivery
Read Neukrug, Ch. 2

Sept. 11 Read The Measure of Our Success

Sept. 14 Resource Person 1

Sept. 16-21 What do Human Service Workers Do? Exploring Levels of Intervention
Read Neukrug, Chapter 6 (omit p. 165-166)

Sept. 23 Test 1

Sept. 25 Turn in Service-Learning Plan
Discuss field work
Bring field work journals to class
Reading on Reserve to be announced

Sept. 28 & 30 Theoretical Approaches to Understanding Human Behavior
Read Neukrug, Chapter 3

Oct. 2-7 Understanding Human Development
Read Neukrug, Ch. 5

Oct. 9 Resource Person 2

Oct. 12 & 14 Reading on Reserve
Mehr, "Causality of Problem Behavior/Deviance"
Discussion of the Life Matrix Model
Life Matrix Papers Due Oct. 26

October 16 Resource Person 3

Oct. 19 & 21, 26 Human Diversity and the Human Service Worker
Neukrug, Ch. 7

Oct. 23 Resource Person 4

Oct. 28 Test 2

Oct. 30 Discuss Field Work
Bring Journals
Reading on Reserve

Nov. 2-6 Developing Skills in the Helping Process
Read Neukrug, Chapter 4

Nov. 9 Role Play

Nov. 11 & 13 Future Trends in Human Services: A Look at Special Populations
Read Neukug, Ch. 10, p. 264-278

Nov. 16 & 18 Future Trends in Human Services: A Look at Issues in the Profession
Read Neukrug, Ch. 10, p. 278-292

Nov. 20 Field Work Due
Turn in journals, time sheets, evaluation forms
Discuss and Reflect

Nov. 23 Role Play

Nov. 30-Dec. 4 Career Issues in Human Services

Dec. 11 Final Exam
11:30-2:30

Field Work Journal and Assignment.  The field work component of this course should be seen as a service-learning project. This terminology is used to denote community work which has the dual goals of serving and educating. In other words, the point of your field work cannot be simply to serve, important though this is. As a student, your most important objective for your field work is to learn. Your selection of a work site, how you conduct yourself while at your work site, the writing of your journal, the goals which you set for your work, the nature of your discussion with your co-workers--all elements of your efforts should be directed toward learning. By the same token, your grade on your field work project cannot and will not be based on the quality of your service but on the quality of your learning as well.

As a developing human service worker, you are expected to work toward develop the following: the ability to learn from experience:

In addition to these "higher order" goals for your work, you also are expected to demonstrate the good work habits which are valued, rewarded, and appreciated in any work environment and expected as a minimal standard within any profession. These habits include such behaviors as: Your journal should focus, not so much on what your did during your time in the organization, although this is a good start), but rather on your reflections about your your experiences. Below are several characteristics which I expect to see in an excellent student journal.