College Catalog - Course Descriptions
HMNS 1200, 1201, 1210 and 1220 (3 Credits)
All field and practicum courses are competency-based internships designed to train students in basic human service skills through a combination of field placement and seminar activities. Field placements range from 50 to 90 hours per semester and require a one- to threehour campus-based seminar. (Prerequisite: Grades of C or better in HMNS 1010 and the required Human Services courses for each concentration) Note: Eligibility for field placement at all levels is subject to academic standing and instructor recommendations regarding readiness. Seminar 1–3 hours, Fieldwork: 4–8 hours
HMNS 2310, 2320, 2340 and 2360 (3 Credits)
Level II internships are designed to develop intermediate skills in various disciplines. Students are assigned to cooperating agencies and schools for 75 to 90 hours per semester and also are required to attend a one- to two-hour seminar each week. (Prerequisites: Grade of C or better in Field I and required Human Services courses) Seminar: 1–2 hours, Fieldwork: 6–8 hours
HMNS 2410, 2420, 2440 and 2460 (3 Credits)
Level III internships combine field experience and seminar to further develop advanced intervention and implementation skills in all Human Services concentrations. Students are assigned to a cooperating agency or school for 75 to 90 hours per semester and are required to attend a one- to two-hour seminar each week. (Prerequisites: Grades of “C” or better in Field Experiences I and II and required Human Services courses) Seminar: 1–2 hours, Fieldwork: 6–8 hours
This is the first in a sequence of required courses for internship placement in all Human Services Concentrations. This course provides a working familiarity with theories of human development and will explore values and helping skills that are generic to the fields of teaching and human services. Students examine personal and professional attitudes, values and beliefs that correlate with high effectiveness and will review current research for an understanding of social and behavioral issues critical to effective teaching and helping. Tools to assist students in self-assessment, use of a sequential model for helping and the development of critical reading and reflective writing skills are provided. Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
This course provides general and specialized knowledge concerning the bio-psycho-social antecedents and consequences of drug taking behaviors. Additionally, it carefully examines the nature of compulsion as it relates to the activity addictions. The use of medical, behavioral and psychodynamic models promote an understanding of addiction as a process, not an event, and students are exposed to current research documenting the connections between addictive behavior activities and brain chemistry. Students will gain knowledge and skills in the areas of assessment, intervention, treatment, relapse prevention and health promotion for working with individuals, groups and families affected by addictive and compulsive disorders. This course is required for placement in a substance abuse internship. Note: Grade of C or better required for Human Services program students. Lecture: 4 hours
This course provides students with basic concepts of health, nutrition and food science as they apply to the care and education of young children. Students acquire those skills necessary for incorporating critical concepts into programming and curriculum in a wide variety of early childhood settings. Students will be required to spend 4-6 hours over the course of the semester participating in experiences and researching application of course content in a public school, licensed educational setting or licensed child care. Note: This course is approved by the Department of Education for RI Early Childhood Teacher Certification. Grade of C or better required for Human Services program students. Lecture: 3 hours
Using a competency-based approach, this course provides students with specialized skills needed to plan and implement the professional delivery of direct services to senior adults, nursing home residents, the frail and elderly and the chronic or disabled senior patient. Students become familiar with the construction and interpretation of diagnostic assessments as part of senior activity planning that addresses the physical, social and emotional needs of the nursing home client. Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
This course is designed to introduce students to current research and theories of interpersonal violence. Students acquire knowledge about developmental approaches as well as psychological and sociological theories as they relate to the effects of interpersonal violence on individuals and society. A systems perspective is used to examine both victim and perpetrator profiles in the areas of child abuse and neglect, attachment abuse, elder abuse, partner abuse, hate crimes and youth violence. Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
This course is designed as an extension of HMNS 1130 and will explore the continuum of prevention, intervention and treatment in interpersonal violence. Students will learn about treatment and intervention models as well as current research describing advocacy, psychological, sociological and systems approaches. The specific strategies suggested by each are reviewed toward providing students with skills for appropriate interventions. Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
The purpose of this course is to develop and refine observation, communication, presentation, writing and service skills appropriate for entry level placement in a social service environment. It is designed to assist students in clarifying their concentration by providing a skill-specific seminar and a 50 hour Service Learning Practicum. Locations are sought for students to develop entry level helping skills while engaged in activities that support community service, civic commitment and the development of social consciousness. (Prerequisites: HMNS 1010, 2200) Grades of C or better required. Note: Eligibility is subject to placement approval and instructor assessment of student readiness. Students are required to have a BCI (Bureau of Criminal Investigation) background check and complete a placement contract. Grade of C or better is required for Human Service program students.
This course provides a school or community-based placement (as arranged by the instructor) and seminar to assist students in gaining entry-level skills for working with children from birth to age eight. Students will learn practical and professional skills for establishing positive relationships with young children and how to select age-appropriate materials that promote the cognitive, social-emotional and physical development of young children. Students begin the development of their professional portfolio in their Field I Seminar. Students are expected to complete 78-90 hours of supervised placement on the designated days and times as noted upon course registration. Students are required to complete a BCI (Bureau of Criminal Identification) background check and should be up to date with immunizations. (Prerequisites: HMNS 1010, 2100 with grades of C or better required for Human Services program students)
This course places students in a school or community-based placement (as arranged by the instructor) that provides hands-on training with typical and/or special needs students. Students gain entry level skills in instructional work, developing rapport, behavior management, student assessment and materials presentation and utilize their Seminar to address issues relating to their field placement. Students will complete 78-90 hours of supervised placement on the designated days and times as noted upon course registration. (Prerequisite: HMNS 1010 and either 2060 or 2070 with grades of C or better required for Human Services program students)
This course introduces students to the theoretical and practical foundations of emergent literacy. Students will develop teacher competencies in areas of developmental assessment, teaching methodology, curriculum planning and implementation. This course is required for RI Certification in Early Childhood Education. Note: Grade of C or better required for Human Services program students. (Prerequisite: HMNS 2100, 2120, 1210, 2310) Lecture: 3 hours
This course provides a theoretical and practical foundation for understanding the evolution and current state of American schooling. Students will examine critical issues related to classroom environment, learning styles and appropriate instruction, curriculum development, standards and diversity. Students will gain a practical understanding of those ethics and indices of professional development that correlate with effective teaching. This is a required course for teacher associates, education and special education majors. Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
This course examines origins, indicators and issues related to children and adults who have significant differences mentally, physically, socially, behaviorally or in the area of communicative skills. Students gain a working knowledge for recognizing and responding appropriately to the needs of children and adults in a variety of educational and caregiving environments. Educational modifications and placement alternatives are discussed. This is a required course for Special Education, Education and Child Development majors. Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
This course is an applied learning experience that links and illuminates theoretical and academic information discussed in class with a student currently enrolled in an actual school-based program, in order to promote an understanding of differences in learning and development. Students will complete a minimum of 30 contact hours in an educational setting that includes children with disabilities. Students will select a child to study, review the student's assessment and IEP for the purpose of presenting it as a formal case study. Note: Grade of C or better required for Human Services program students. Lecture: 2 hours, Lab: 2 hours
This course is the first in a sequence for Child Development majors and provides the foundation for understanding major theories in the physical, social, intellectual and emotional needs of children. Students will explore various teaching styles for observing, assessing and guiding the growth and development of young children. Students are required to observe children from birth to age eight in a public school, licensed educational setting for a total of 4-6 hours over the course of the semester. Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
This course provides an overview of social work as a profession, including its history, values, practices, methods and settings. Students will gain a working knowledge of the structure and organization of public, private and voluntary social services, welfare programs and their interconnection in the human service delivery network. Students will understand the code of ethics, skills and competencies that guide effective practitioners in the social work profession. Note: Grade of C or better required for Human Services program students. Lecture: 4 hours
This course is designed so students can develop the skills necessary to plan developmentally appropriate curriculum and environments for children from birth to age eight in a variety of early childhood settings. Students will gain an understanding of how children learn and how to assess developmental readiness for creating and implementing developmentally appropriate. Students will be required to spend 3-4 hours over the course of the semester observing environments and implementing learning opportunities in a public school, licensed educational or child care setting. (Prerequisite: HMNS 2100 or equivalent experience approved by instructor) Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
This course provides a comprehensive overview of major therapeutic models including psychoanalytic, Adlerian person-centered reality, Gestalt, transactional, rational-emotive and behavioral. Students will acquire related intervention skills and techniques for meeting the needs of individual clients of all ages served in social work, mental health and substance abuse settings. Emphasis is also placed on ethical standards and the development of skills needed for formulation of bio-psycho-social case/treatment plans. (Prerequisite: HMNS 2200) Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
This course provides a comprehensive overview of major therapeutic models and related intervention methods for use with families and small groups. Students will learn skills appropriate for constructing and facilitating groups in social service and mental health settings. (Prerequisites: HMNS 1010, 2200; HMNS 2130 also recommended with grades of C or better required for Human Services program students) Lecture: 3 hours
This course examines positive strategies in supporting and guiding the emotional self-regulation and social competence in early childhood development. Emphasis is placed on intervention strategies to critical issues common to young children. Student will learn skills related to shaping the ways young children think, learn, react to challenges and develop relationships. Students will practice positive guidance strategies and learn about classroom design as a focus of prevention of behavior problems. Students may be required to spend 4-6 hours over the course of the semester conducting observations in an educational or licensed childcare setting. Note: Grade of C or better is required for Human Services program students. Lecture: 3 hours
This course explores the parent-child relationship as it develops and evolves within diverse family systems and reviews strategies for working with parents. Special attention is placed upon the various developmental stages that both children and parents pass through and, in turn, how children and parents influence and challenge each other's development. Selected topics may include the impact that various parenting and behavioral control styles can have on children, how such issues as culture, social class, children's temperament, divorce, abuse, special needs and parental mental health can impact parenting and child well-being. Students develop an understanding of how to assess parent-child relations and review behavioral strategies for working with parents in educational and social settings. Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
This course provides students with an understanding of learning disabilities as they manifest in children and as they impact learning and development. Students are able to recognize the characteristics; impact on self-concept; various auditory, visual, perceptual and motor challenges; language delay and hyperactivity and become familiar with diagnostic tests and the appropriate remediation techniques most often prescribed. The Individuals with Disabilities Education Act, along with current changes in research and social policy, frame discussions around eligibility for special services, the referral process and parental rights. (Completion of HMNS 2070 strongly recommended.) Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
The course provides a specialized understanding of individuals with significant developmental disabilities that includes a focus on multi-sensory impairment, severe intellectual disabilities and profound multiple disability. Students will learn strategies through hands-on activities for developing appropriate intervention and remedial skills. Use of technology, supportive equipment and environmental modifications are included. (Completion of HMNS 2070 recommended.) Lecture: Note: Grade of C or better required for Human Services program students. 3 hours
This course is designed to assist in the planning of curriculum and caregiving for infants and toddlers in home family child care and center-based settings. Students develop skills for planning, selecting developmentally appropriate materials and designing the physical and social environments related to the promotion of infant and toddler development. Students will be required to spend 4-6 hours over the course of the semester conducting observations in a licensed infant-toddler educational setting or a licensed family child care setting. (Completion of HMNS 2100 recommended.) Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
This course provides an in-depth study of the interviewing process, including methods for creating client safety and rapport and most importantly how to obtain and assess client information. Data collection and client assessment are the initial steps in the social service process, therefore this is the first course in the social work, mental health, gerontology and substance abuse concentrations for teaching appropriate intervention skills. Students are taught how to use the interviewing process to initiate helping strategies for use in a variety of mental health and social service settings. This course is a prerequisite for HMNS-1200. Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
This course critically analyzes the values, theories, history, economics and politics associated with the development, implementation and evaluation of social policies and programs. Special attention is given to policies in the areas of poverty, education, health, race and sex. In addition to understanding the forces and processes that establish or change social policies, emphasis is placed on the systematic analysis of both existing and proposed social policy. Students will review current trends in national social policies and their effect on state/federal programs with particular attention to oppressed populations. This course places heavy emphasis on critical analysis. Students will learn to build on their skills in analyzing and critiquing various social policies. (Prerequisite: SOCS 1010, HMNS 1010, 1200, 2110, 2200) Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
This course examines how biological, psychological, social and cultural influences affect the behavior of individuals and families. Emphasis is placed on how human behavior is affected by social context and the forces of oppression as well as the impact of oppression on women, lesbians and gay men, persons with physical disabilities and the aged. Skills required to work with these populations, using an ecological/generalist person in environment approach, are discussed. (Recommended prerequisites: HMNS 1010, HMNS 1200, HMNS 2110, PSYC 2020, PSYC 2030, BIOL 1010 recommended). Note: Grade of C or better required for Human Services program students. Lecture: 3 hours
This course will prepare Certified Teachers to deliver the RI Driver and Traffic Safety Education Curriculum in compliance with those requirements set forth by the RI Department of Motor Vehicles and the Office of Higher Education. Completion will carry Lifetime Certification. In order to be eligible for certification in this new area, students must already be BA/BS Certified Teachers.
This course provides a school or community based placement (as arranged by the instructor) to assist students in refining caregiving and teaching skills developing competencies related to assessing the needs of children from birth to age eight. Students advance their skills for developing appropriate curriculum and activities for young children and continue the development of their professional portfolio. Students are expected to complete 78-90 hours of supervised placement on the designated days and times as noted upon course registration. Students are required to complete a BCI (Bureau of Criminal Identification) background check and should be up to date with immunizations. (Prerequisites: HMNS 1010, 2100, 1210. Corequisite: HMNS 2120) Grades of C or better required for Human Services program students.
This course places students in a school or community-based placement (as arranged by the instructor). Students refine skills of behavior management, assessment, instructional methodology and lesson development in settings for typical and special needs children and adults. Students learn how to work with individuals and small groups while initiating larger group control. Students will complete 78-90 hours of supervised placement on the designated days and times as noted upon course registration. (Prerequisites: HMNS 1010, 2060 or 2070, 1220) Grades of C or better required for Human Services program students.
This course involves students in a setting and seminar to refine their intake and communication skills (both written and verbal) and to develop basic tools for client advocacy, assessment and intervention. Students learn intermediate level strategies for meeting physical, social-emotional and cognitive needs of clients in agency and community settings. Students demonstrate an increasing awareness of ethical issues including confidentiality, dual relationships and countertransference. Students will complete 78-90 hours of supervised placement on the designated days and times as noted upon course registration. (Prerequisites: HMNS 1010, 2200, 1200) Grades of C or better required for Human Services program students.)
This course places student in a mental health or substance abuse setting. Through a combination of field experience and seminar, students refine their intake assessment, prevention and intervention skills in ways that allow them to begin taking a more active role in meeting the needs of clients in mental health and substance abuse settings. Students will complete 78-90 hours of supervised placement on the designated days and times as noted upon course registration. (Prerequisites: HMNS 1010, 2200, 1200) Grades of C or better required for Human Services program students.
This course provides a school or community based-placement (as arranged by the instructor) and seminar to assist students in advanced refinement of caregiving and teaching skills and for the delivery of developmentally appropriate curriculum and assessment that meets the individual and group needs of children from birth to age eight. This competency-based progression culminates in students' taking an active role within their placement site as they prepare to enter the workforce. Students complete their professional portfolio. (Prerequisites: HMNS 1010, 1210, 2100, 2120, 2310) Grades of C or better required for Human Services program students.
This course places students in a school or community-based placement (as arranged by the instructor) and a field setting and seminar to assist students in further developing and refining instructional techniques, behavioral strategies and lesson development and implementation for individual, small and large groups of typical and special needs students of all ages. The construction and presentation of lesson plans that include instructional objectives and learning outcomes are achieved in accordance with the RI Teacher Preparation Standards. Students should be able to demonstrate a teaching style that promotes the physical, intellectual, language, social and emotional development of students. Students will complete 78-90 hours of supervised placement on the designated days and times as noted upon course registration. (Prerequisites: HMNS 1010, 2060 or 2070, 1220, 2320) Grades of C or better required for Human Services program students.
This course provides a field location and seminar where students are expected to utilize advanced skills and clinical supervision acquired thus far to demonstrate increased ability to assess, plan and perform independently in response to clients serviced in social work and gerontology settings. Students will complete 78-90 hours of supervised placement on the designated days and times as noted upon course registration. (Prerequisites: HMNS 1010, 1200, 2200, 2340) Grades of C or better required for Human Services program students.
This course provides a field location where students are expected to demonstrate refined skills and an increased ability to operationalize knowledge gained thus far in their program to meet the physical, emotional, cognitive and clinical needs of clients served by mental health and substance abuse service providers. Students demonstrate an increased ability to assess, plan and perform independently in mental health and substance abuse settings. (Prerequisites: HMNS 1010, 1200, 2200, 2360) Grades of C or better required for Human Services program students.
Major Health Issues for the Elderly: Implications for Human Services is a course that provides general information regarding health issues surrounding the aging and elderly to include Alzheimer’s and Dementia related diseases, Parkinson’s disease, incontinence, cancer, heart disease, arthritis, vision and eye diseases, diabetes, sleep disorders, depression, hearing loss, osteoporosis and lung disease. Students will explore, discuss and reflect on the most common health concerns affecting the aging and elderly as it relates and affects the human service worker as the helping professional. Implications will be examined and discussed for supporting health, safety, wellbeing, independent living, caregiver support and the role of the human service worker as part of a multidisciplinary collaborative approach in preparation for working with this population.
Social and Psychosocial Characteristics of Aging provides competency-based approach to understanding the social and psychological characteristics and effects of aging. Students will examine theorist perspectives on aging and gain insight into the implications of living longer as myths of aging are dispelled and realities are discussed. Special emphasis is placed on social and political issues, global trends, cross-cultural view of Elder’s roles, and quality of life experiences. Additional focus will be paid to special populations to include grandparents as second time parents, women, and veterans. Students will demonstrate competencies in understanding ethical human services approaches regarding critical and relevant issues such as how aging and older adults are studied, social and psychological challenges with aging, independent living and social interactions, death and dying, and social supports. Note Grade of “C” or better is required for Human Service program students (Prerequisites: HMNS 1010). Lecture: 3 Hours
Legal and Financial Literacy: Human Service Resource is designed to introduce students to legal and financial literacy supports that are in place to strengthen advocacy practices. Students will explore common concerns, discuss and dispel myths, while examining best practices for identifying and accessing legal and financial services in support of the elderly client. Relevant discussions surrounding healthcare expenditures for older adults, Medicare, Medicaid, Certified Elder Law Attorney (CELA), durable power of attorney, assets, trusts, guardianship, timing and satisfaction of retirement, the older employed economic status and asset awareness. Note Grade of “C” or better is required for Human Service program students (Prerequisite: HMNS 1010) Lecture: 3 Hours
Human Services Advocacy for Aging and Elderly focuses on the role of the human service worker in coordinating and collaborating multidisciplinary and interdisciplinary approaches to advocating best ethical practices for the aging and elderly client. Students will examine case studies to identify and discuss challenges and barriers often experienced by the older adult. Note Grade of “C” or better is required for Human Services program students.
Students will develop and refine observation, communication, working relations, presentation, writing, and service skills appropriate for entry-level placement in a gerontology service agency. Students will complete a minimum of 50 hours of volunteer service 25 hours in direct care, 25 in non-direct care within the gerontology community of agencies. Students are required to have a BCI (Bureau of Criminal Investigation) background check and should be up to date with immunizations. Note: Grade of “C” or better is required for Human Service program students (Prerequisite: HMNS 1010, HMNS 2200) Lecture: 3 Hours
This course provides students with an awareness of the historical, cultural, socio-economic, biological and psychosocial influences that define diversity. Students learn skills critical to becoming culturally competent and sensitive to diversity. Students develop core competencies to communicate more effectively with diverse populations, to foster inclusive attitudes in the classroom and to work more effectively toward the elimination of racism and other forms of discrimination in public education and social service delivery systems. A 12 hour practicum is required to meet the artifact requirement for education majors planning to transfer. (Corequisite: HMNS 2060 or 2070 or permission of instructor) Grade of C or better is required for Human Services program students. Lecture: 3 hours
The Human Services Capstone course is designed to integrate the student's comprehensive knowledge gained through the learning experiences involved in the pursuit of the Human Services program curriculum. Students will draw upon knowledge and skill gained in their Human Services and General Education requirements to prepare comprehensive and integrated solutions to case study problems presented in class. A large part of learning will come from students' small group work, taking advantage of each others' collective knowledge and skill, integrating both educational and social services curricula. Grade of C or better is required for Human Services program students.
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