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This course introduces students to career fields in Human Services and other helping professions. It also teaches the beginning interpersonal skills and techniques essential for effective human services workers. Theories covered include human development, and the effects of family, culture, social systems and diversity on the development of the individual. Students will learn how to apply this knowledge when working with people, and be introduced to the range of community resources for human services. Students will also explore career goals, clarify their personal and professional values, select a Human Services option and begin the process of identifying a field internship placement for HUM 164: Field Instruction. Prerequisite: English and Reading placement must be at college-level proficiency.
The student is introduced to generic social work methods; aspects of practice; the concepts of generalist; social systems interventions; and comprehensive social work service to individuals, small groups, and the community. Prerequisite: HUM 150 or Permission of Instructor.
This course is the required supervised practice experience enabling the student to develop competency for the delivery of Social Work, Counseling, or Alcohol and Substance Abuse Counseling services at the Associate Degree level. The introductory learning experience allows the student to begin to develop a generalist knowledge base of Human Services, Social Work, Counseling, or Alcohol and Substance Abuse Counseling practice. Students will complete a 100-hour field placement at a site approved by the department. A medical examination, tuberculin test, background check and/or fingerprint review may be required. Prerequisites: 2.0 overall G.P.A., HUM 150, and one of the following theory courses: HUM 162, 260, or 268, or Permission of Instructor.
This course is an introduction to three broad areas of counseling: historical and professional foundations of the counseling profession, counseling theories, and counseling specialties (focusing on specific populations with whom counselors work or professional practices in which they are engaged). It is designed to provide an understanding of the counseling profession, an overview of the developments of counseling, fundamental counseling theories, and the variety of counseling specialty areas of practice. It is recommended that students take PSY 103 General Psychology before taking this course.
This course presents the student with an overview of the child welfare system, particularly as it pertains to working with children and families within the discipline of social work and the community-at-large. Utilizing a strengths-based empowerment perspective in child welfare, the course will provide basic knowledge and understanding of the historical and ongoing development of the child welfare system, explore current services offered in child welfare agencies and examine practice decisions based on several social work methodologies. The impact of culture norms and the social marginalization of populations will be discussed as they relate to the definitions of abuse and the welfare of children and families. Prerequisite: HUM 150 or Permission of Instructor.
This course provides a forum for students to learn about the history and social environment of HIV/AIDS, patterns of infection and psychosocial issues such as stigma, isolation, trauma, grief and poverty. Students will also explore the role of politics, public health, and community action, and the student's responsibility to family, friends, and the community, both personally and as a professional in the helping professions.
This course examines the domestic and global contexts of diversity, the impact of ethnicity, race, gender, ability/disability, socio-economic class and sexual orientation on our lives. Students will develop self-awareness regarding their own feelings, assumptions and behaviors in relation to others different from themselves, and will explore how these impact their personal values, belief system and interactions with others. Same course as EDU 230; students may not receive credit for both courses. Prerequisite: English and Reading placement must be at college level.
This course is intended as an introduction to crisis intervention theories, models, and specific interventional therapeutic techniques. The course focuses on intervention, theories, and concepts in situational and developmental crises and is designed to assist students to acquire basic helping skills in crisis intervention counseling. Prerequisite: HUM 162, 165, 260, or 268, or Permission of Instructor; PSY 103 is recommended.
This course addresses the functions, roles, and techniques essential for effective social work/ human services work. It encompasses social work values, knowledge and skills in the interviewing and the counseling relationship. Prerequisite: HUM 150 or Permission of Instructor.
This course examines the history of social welfare and institutionalized social services and the impact on social workers and other helping professionals. Topics include: child welfare, public health, racism, sexism and the evolution of social work as a profession. Prerequisite: HUM 150 or Permission of Instructor.
This course is an optional second-level field internship. The in-depth learning experience builds on the competencies of the first level and allows students to further develop their knowledge base of Human Services, Social Work, Counseling, or Alcohol and Substance Abuse Counseling practice. Students will complete a 100-hour field placement at a site approved by the department. A medical exam, tuberculin test, background check and/or fingerprint review may be required. Prerequisite: HUM 164 or Permission of Instructor.
This course is an introduction and overview of the process of aging, including interactions between the biological, psychological, social, and economic aspects of aging in our society. Areas such as nutrition, health, housing, employment and retirement will be explored with an emphasis on the interdependence of all these areas. The present status of the elderly and possible changes that might prevent or remedy the problems they face in today's society will be discussed.
This course will introduce a study of families in crisis using intervention dynamics as the major treatment methodology. Focus is on specific developments and situational crises, which interfere with family functioning and coping abilities. The course will discuss social services, institutional services, and the role of the crisis counselor.
This course will include a brief history of disabilities in our society, with definitions and discussion of various disability groupings, providers, services and interventions as well as many of the current issues that individuals with impairments and disabilities face today. It considers the impact of the Americans with Disabilities Act of 1900 (ADA) and its effect on public awareness and attitudes. Prerequisite: HUM 150 or Permission of Instructor.
The purpose of this course is to learn the theory of assertiveness training as a method for developing skills in assertive communication, to conduct oneself in an effective, direct, appropriate manner in interpersonal situations, especially at work. Teaching approaches include lecture, discussion, modeling, role rehearsal, videotaping, etc. Prerequisite: English and Reading placement must be at college-level proficiency.
This course examines all domains of infant and toddler development including: prenatal development, language development, cognitive development, motor development, and social/emotional development. Atypical development and the importance of early intervention will also be presented and discussed. In addition, the observation and caregiving skills necessary for a quality infant and toddler program will be presented. In order to complete assignments, students must have a child available to observe. Prerequisite: English and Reading placement at college level.
This course explores guidance theories, applications, goals, techniques, and factors that influence teacher expectations and classroom management issues. The effects of culture and student diversity on the classroom environment will also be explored. Classrooms serving children ages two to twelve years will be addressed.
This course orients students to teaching in an inclusive special education classroom and to working with families. Students will work a total of 100 hours over the semester, dividing their focus among the inclusive classroom, a family with a child with disabilities, and the community. The weekly seminar is used to discuss fieldwork experiences, teaching concepts and skills. A medical examination, fingerprinting, and Child Abuse Central Register clearance may be required. Prerequisites: EDU 182 and 230; co-requisites: EDU 272 and 273.
This course is designed to introduce prospective early childhood (Birth-2) and childhood (1-6) education teachers to the historical, philosophical and cultural approaches to the study of early childhood education. Students will examine current issues and challenges and begin development of their professional education skills and beliefs. A field component will be required. Prerequisite: English and Reading placement at college level.
This is a specialized course in child development which studies the emotional, social, cognitive and physical development from the prenatal period to pre-adolescence. Students will use observation and assessment techniques to build an understanding of growth and development. Multiple influences on child development and learning, including the sociocultural context of development, will be explored. Prerequisite: English and Reading placement must be at college level.
This course prepares students to use systematic observations, documentation, and other assessment techniques to understand young children's growth and development. Observation and assessment will focus on physical, cognitive, language, and social/emotional development. Students will compile various observations and assessments in a study of one child's development over the course of the semester. An additional component of the course will focus on observation and assessment of early childhood education environments. Prerequisites: EDU 180 and 182, or EDU 180 and PSY 204.
This first-level fieldwork course offers students the opportunity to apply theories learned in previous early childhood education courses to practice. Under the supervision of an experienced early childhood teacher/caregiver, each student develops basic interaction, guidance, and supervision skills. The course also focuses on implementing and evaluating developmentally appropriate activities for children. The weekly seminar is used to discuss fieldwork experiences, teaching concepts and skills. Fieldwork must be completed at the Children's Learning Center on campus, an NAEYC accredited program, or other program approved by the instructor. A medical examination and Child Abuse Central Register clearance are required. Prerequisite: 2.0 overall G.P.A., and EDU 180 and 182 (or PSY 204), or Permission of Instructor; co-requisite: EDU 281.
This course focuses on the dynamics of child-teacher-parent relationships. Students will explore family diversity, parenting styles, effective communication, parent education, and family involvement. Strategies dealing with issues that emerge when working with young children and their families will be studied.
This course examines the domestic and global contexts of diversity and the impact of ethnicity, race, gender, ability/disability, socio-economic class and sexual orientation on our lives. Students will develop self-awareness regarding their own feelings, assumptions and behaviors in relation to others different from themselves and will explore how these impact their personal values, belief system and interactions with others. Same course as HUM 230; students may not receive credit for both courses. Prerequisite: English and Reading placement must be at college level.
Students will explore the traditional and emerging roles and practices of diverse families, school reform efforts, models for effectively developing collaboration, cooperation, and parnership wtih school and community agencies. Prerequisites: EDU 182 and 230; co-requisites: EDU 174 and 273.
Students examine various strategies that can be used in inclusive classrooms to teach students with diverse needs. Best practices and current controversies in inclusive education will be examined and discussed. Students will also develop an understanding of their philosophy of inclusive education. Prerequisites: EDU 182 and 230; co-requisites: EDU 174 and 272.
This course focuses on philosophical, historical and cultural approaches to the study of education in the United States. Current educational concerns that affect teaching and schools will be studied. An anti-bias perspective will be emphasized. Students will be required to complete a field component. Prerequisite: PSY 204 or PSY 207 or EDU 182.
This course examines the development of language and literacy in young children from birth through the primary years. Students will explore theoretical foundations of early literacy development and the implementation of various models to effectively support young children as readers and writers. Other topics include: working with families to support early literacy development, selecting quality children's literature, assessing early literacy development, integrating literacy throughout the curriculum and adaptations for individual children in diverse and inclusive settings. Prerequisite: EDU 182 or EDU 158 or PSY 204 or PSY 207.
The theoretical basis for setting educational goals and planning developmentally appropriate experiences for children from birth to eight (with emphasis on preschool to eight) is studied, as well as methods for planning, supervising, and evaluating these experiences. Prerequisites: 2.0 overall G.P.A., and either EDU 182 or PSY 204; co-requisite: EDU 184.
This course examines the contexts in which children develop, including family, school, and community, and how teachers can work together with parents and community resources to foster the optimum development of children. Prerequisites: EDU 182 and PSY 103 or SOC 103 or Permission of Instructor.
This optional second-level fieldwork course builds on the competencies developed during the first-level fieldwork experience. Particular attention is given to assuming classroom teacher responsibilities of planning, supervising, and evaluating curriculum activities that are developmentally appropriate as well as integrated. The weekly seminar is used to discuss fieldwork experiences, teaching concepts and skills. A medical examination, fingerprinting, and Child Abuse Central Register clearance are required. Prerequisite: EDU 184 or Permission of Instructor.
This course provides an introduction to special education in early childhood and the early primary grades. The legal foundation of special education, public laws, the New York State Special Education process and contemporary models and issues in the field of special education will be examined. Students will explore the causes, characteristics and educational implications of disabilities. The course will also focus on selecting/modifying appropriate teaching strategies in inclusive early childhood environments and in early primary classrooms. Strategies for working effectively with families and early childhood special education professionals in the context of early childhood programs will also be examined. Exploration of personal competencies and ethical issues in special education will be explored. A field component is required. Prerequisite: EDU 182, PSY 204 or Permission of Instructor.