Human Services

This course covers the basic steps to becoming a Human Services professional. Self-evaluations and aptitude testing will be a part of the curriculum. Students will acquire an understanding of the responsibility of working with others and how confidentiality and ethics play a major role in the field. Other topics will include cultural diversity, domestic violence, community awareness, and communication skills, both verbal and written.

This course will cover the broad range of developmental disabilities; including what is a developmental disability, an overview of specific developmental disabilities, what are the best ways to support a person with a specific disability. Included in this course will be the history of the provision of services to people with developmental disabilities, nationally and specifically in New Hampshire.

This course will cover how as a society we have come from segregation to integration to full inclusion. How does this impact someone through their lifespan, what are some specific strategies and tools one can use when working with individuals with disabilities and their families?

This course provides the full range of human service topics for the student to become familiar with the profession in all its diversity. Topics include: administration, assessment, diversity, gerontology, mental health, and direct care. Students will understand the theory and practice of the services available for disabled and disadvantaged people in the community. Information and concepts are drawn from history, sociology, and psychology.

This course provides an overview of theory, process, and the practice of primary interpersonal communication skills. Students are assisted in developing skills to supportively communicate with a variety of people in a range of environments.

This course discusses the history and principles of behaviorism and presents learning theories and teaching techniques based on positive behavior principles. Presentation and discussion focus on the ethical and client rights issues of understanding and promoting effective behavior. Recent trends and techniques for applying learning principles in a variety of settings will be included.

In this course we address the question of how human potential can be recognized and enhanced. To answer this question, we will critically examine the perspectives and tools that are commonly used. Our focus will be to build on strengths and develop ways of supporting continued growth and personal goals of people who choose to participate in human services.

This survey course in gerontology includes a history of the changing demographics of aging, social and economic factors, potential impact of stress, housing, and retirement. Legal issues, as well as protection, safety, community services, and care are discussed.

This course examines the growth and development of older persons from both psychological and sociological perspectives. The interaction of the individual with the social environment provides a framework for this course with special attention given to societal valuing and devaluing of older persons. The growth and development of older adults, social roles, expectations, opportunities, and new perspectives on aging are discussed.

This course will provide a comprehensive overview of emerging trends in community justice and support services, with an emphasis on community integration of service delivery, juvenile justice, and violence in society. Changing societal, judicial, and community values will be explored within a historical context; with regard to their impact on the evolution of emerging community-based juvenile justice models and responses to violence through the development of community justice models.

This course is designed to provide students with the essential foundations of Conflict Resolution. This is a theory-based course that will enhance students'92 awareness of violence in society as well as bullying and conflict related issues that arise in the workplace and personal environment. Students will study, research, and analyze various theoretical models of conflict resolution to realize that there are a variety of concepts that can be used to create a peaceable environment. Students will participate in role-plays to further enhance their understanding of each model and its impact on the field of conflict resolution. The research component will be the foundation in which the student can build a plan/program for the practicum experience that follows.

Designed to prepare students for human services practicum experiences, this course provides opportunities to identify and practice skills in the areas of interviewing, communications, human relations, research, ethics, and management of time and work. This course is required for all Human Services students.

A course combining: supervised human services work at a community agency, with instructor-facilitated student peer review. This is an individualized learning experience that enables the student to develop and apply attitudes, skills, and knowledge in a real work setting. Work at the practicum site, along with peer review, self-reflection, and disclosure, combine to create a structure that promotes and supports personal and professional growth.

This course combines supervised human services work at a community agency with instructor facilitated student peer review. This is an individualized learning experience that enables the student to develop and apply attitudes, skills, and knowledge in a real work setting. Work at the practicum site, along with peer review, self-reflection, and disclosure, combine to create a structure that promotes and supports personal and professional growth.

We all find meaning in how we spend our days- where we choose to go, work, recreate. People with disabilities have gone from a time of segregation to inclusion in their community. This course will look at how to bring meaning to one'92s day, so that community members with disabilities are contributing members of their community. This course will also examine barriers to full participation and strategies to overcome perceived barriers.

In this course, the student will learn about the importance of relationships, social networks, family support and individualized support for people with disabilities.

This course introduces students to human services within the fields of mental health and developmental disabilities. Recent developments in the delivery of services that enhance the self-determination of individuals and families will be examined. Students will also be introduced to concepts and methods of family support, community membership, school inclusion, supported employment, stigma, peer support, and recovery. With guidance, students will be responsible for developing and presenting an individual learning project.

This course presents students an opportunity to study and present on topics related to social and political trends and forces that profoundly influence service recipients and service systems. An analysis of historical issues with regard to their impact on current service system trends is conducted. Issues that are expected to have a significant impact on service delivery in the future are discussed.

This course provides an overview of the processes underlying the phenomena of aging across the lifespan. An overview of genetics and the cellular bases of living and dying as factors of growing older are provided. The effects of aging on organs and bodily system functioning, as well as the impact of lifestyle on health and longevity are reviewed.

This is an opportunity for students to study and present on topics related to social and political trends and forces profoundly affecting aging individuals and their families. Issues are evaluated in a historical context with regard to their impact on current service system trends. Issues that are expected to have a significant impact on service delivery in the future are discussed.

Building on skills and knowledge gained in Human Services Practicum I (HSV161L), students develop more advanced competencies as the basis for the learning experience and will be evaluated using criteria appropriate for second year students. Work at the practicum site, along with peer review, self-reflection, and disclosure, combine to create a structure that promotes and supports a deeper level of personal and professional growth.

Building upon attitudes, skills, and knowledge acquired in Gerontology Practicum I (HSV171L), the student will develop more advanced competencies as a basis for the learning contract and will be evaluated by criteria appropriate for a second-year student. Work at the practicum site, along with peer review, self-reflection, and disclosure, combine to create a structure that promotes and supports a deeper level of personal and professional growth.