This course provides a study of the epidemiological, etiological (genetic factors, nature of addiction) effects of alcohol, tobacco and other drug use and abuse, including: pharmacological, physiological and psychological dimensions of chemical dependency. Emphasis will be placed on the bio-psycho-social model of addiction as it is utilized in chemical dependency intervention, counseling and treatment. An overview of the history of chemical use and abuse will be presented. Basic concepts of toxicology testing and screening will be reviewed.
The emphasis of this course is on group facilitator preparation and training. It presents a variety of theoretical approaches to group techniques applicable to individuals with substance use disorders as well as those experiencing adult child syndrome. The knowledge base will include stages of group development with special emphasis on the skills required of a group facilitator for each developmental stage. Students will practice group techniques and skills through experiential exercises including client screening, interventions, and group techniques designed for or modified for specific populations. Discussions will include managing group processes such as norm development, dealing with reluctance and resistance, support groups and the use of addiction medications. Pre-requisite: HUM 150 and ASA 159, or Permission of Instructor.
This course includes an overview of chemical dependency services including: prevention, intervention, treatment and recovery. The history and theories related to addiction will be discussed. Specific therapy models and approaches including faith based treatment approaches, medication assisted treatment, and non-traditional treatment methods will be presented. Prerequisite: HUM 150 and ASA 159, or Permission of Instructor.
This course is designed to provide an in-depth analysis of substance abuse disorders on the family system. The unit of study is the family. Topics include: family system theories, models of family assessment, the intervention process, co-dependency treatment, and family dynamics (i.e. family roles, rules). The influence of a counselor's personal and professional development (i.e. growing up in a family system effected by a substance use disorder) on the counselor's professional conduct will be emphasized. Relapse prevention topics are explored, especially how it impacts the family unit. Pre-requisite: HUM 150 and ASA 159, or Permission of Instructor.
This course provides instruction and practice in diagnostic criteria, assessment, evaluation, and treatment planning. Various assessment instruments and diagnostic tools for alcoholism and substance abuse treatment will be reviewed with an emphasis on Office of Alcohol and Substance Abuse Services (OASAS) approved screening and assessment instruments. Knowledge regarding the cooperative process of treatment planning, components of a treatment plan, documentation, essential elements of client records and new technologies for producing client records will be covered. Prerequisite: HUM 150 and ASA 159, or Permission of Instructor.
This course is designed to provide entry level chemical dependency counselors the basic concepts of substance abuse and addictions counseling, including: terms, models, and ethical issues; substance classifications, effects and associated dangers; assessment, diagnosis, and treatment planning; theoretical approaches, including: motivational interviewing; cognitive behavioral therapy; relapse prevention; and family systems theory. Counseling individuals about the use of addiction medications and vocational related issues will also be explored. Prerequisites: HUM 150 and ASA 159, or Permission of the Instructor.
This course is about the use of spirituality in the field of Human Services, particularly as it relates to wellness. It will introduce students to the difference between spirituality and religion; spiritual assessment spiritual genogram; death and dying; spirituality and human services work. The importance of counselor wellness, including: compassion fatigue, burnout, recognition of symptoms, prevention and recover strategies, role of clinical supervision, and counselor impairment. The history, philosophy, principles and practices of mutual aid groups will also be discussed. Prerequisite: HUM 150 and ASA 159, or Permission of the Instructor.
This course is designed to provide students with information regarding special populations with the goal of increasing their ability to understand, communicate, and effectively interact with people across diverse cultures. The course will examine needs and issues related to Alcohol, Tobacco, and Other Drugs (ATOD) prevention and treatment. Special population is defined, but not limited to: race; minority/protected status; ethnicity; gender; age; religion; sexual orientation, co-occurring disorders; veterans; domestic violence; disabilities; etc. Students will develop skills necessary to effectively counsel individuals in the populations discussed in this course. Prerequisites: HUM 150 and ASA 159, or Permission of the Instructor.
Designed specifically for students interested in tutoring, this course explores the roles and responsibilities of peer tutors. Topics include strategies for one-on-one, small-group, and special population tutoring.
This course introduces students to the development of creativity through expressive arts, music, movement, and dramatic play. Concepts related to creativity, curriculum development, and awareness of cultural diversity in the arts will be explored through developmentally appropriate practice. Prerequisite: EDU 180 or Permission of Instructor.
An overview of methods of fostering the development of infants and toddlers, emphasizing the caregiver role in planning environment and interacting with children. In order to complete some assignments, students must have a child under three years of age available for observation and interaction.
This course focuses on developmentally appropriate, evidence based approaches and positive guidance strategies for supporting the development of each child. An emphasis will be on supportive interactions and environments. The impact of family, culture, language and ability will also be explored.
This course explores the process of designing developmentally appropriate learning environments for young children. Emphasis will be on physical space, both indoor and outdoor, room arrangement, how the environment supports families, and how to design an environment that is engaging for young children.
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 is a specialized course in observation and assessment that focuses on intentionally connecting classroom observations with specific developmental child outcomes. Various strategies will be introduced to guide students to purposeful documentation and use of observation data to plan meaningful curriculum. Prerequisite: English and reading placement at college level.
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.
This course investigates the standards, principles, and practices of teaching mathematics, science, and technology to young children. Emphasis is placed on designing integrated math and science activities, and the use of technology, that utilize developmentally appropriate content, processes, environment, and materials. Prerequisite: EDU 281 or Permission of Instructor.
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.
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.
This course introduces students to the skills and competencies necessary for professional and ethical conduct appropriate to career fields in Human Services. The course addresses the emotional and psychological stamina needed to work in the Human Services field; examines the importance of empathy when assisting individuals, children, families and people with disabilities in Human Services settings; and provides students with the tools to communicate effectively with clients and other Human Service professionals. Students will develop critical thinking and problem-solving skills using case study examples, and receive training in stress management and coping techniques to promote wellness. Teaching approaches include lecture, discussion, modeling, role play, and large and small group activities. Prerequisite: HUM 150 or Permission of Instructor.
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.
Onondaga Community College
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