Program Learning Outcome Statements
The CCRI Department of Human Services expects successful students to achieve the acquisition
of both knowledge and skill. The ultimate test of this acquisition is the students’
ability to apply this knowledge and skill to a “real life” situations.
Education/Special Education/Early Childhood/Child Development Knowledge
- Awareness of one’s personal development, values, and personal and professional challenges
- Knowledge of values, ethics and experience necessary to become a competent paraprofessional
- Knowledge and recognition of individual learning styles.
- Familiarity with key concepts and terminology associated with education and special
- Knowledge and understanding of special education laws and procedural safeguards.
- Understanding of the referral process and requirements for the implementation of an
- An understanding of the principles of physical and psychological development necessary
to the health and wellbeing of the whole child.
- Understanding of the NAEYC’s Code of Ethics for Professionalism in Teaching.
- Understanding of the NAEYC’s concept and definition of developmentally appropriate
- Knowledge of the history of public education and how it has shaped current practice.
- An understanding of various educational philosophies and their importance.
- Awareness of the determinants of the parent-child relationship.
- An understanding of temperament and goodness of fit in parent-child relationships.
- An awareness of parenting styles and their behavioral effects on children.
- An understanding of the categories, definitions, causes, and remediation of learning
- Knowledge of causes and remediation of delayed and arrested development.
- Understanding of the assessment process for special needs students.
Education/Special Education/Early Childhood/Child Development Skills
- Demonstrate positive social skills to relate to adults, peers, students, and parents
in an appropriate, supportive, and respectful manner.
- Demonstrated knowledge of various educational professions’ functions, experience,
and educational background.
- Work collaboratively and cooperatively with school personnel.
- Accept supervision to promote one’s own learning and development as a professional.
- Show a willingness and ability to function as a team member and be an active part
of an interdisciplinary team.
- Provide a role model for students in areas of appearance, dress, language and behavior.
- Demonstrate a teaching style that promotes students’ physical, intellectual, language
and emotional development.
- Employment of appropriate teaching techniques.
- Demonstrate the effective utilization of teaching materials.
- Demonstration of appropriate methods for motivation and classroom management.
- Ability to effectively develop and conduct individual, small and large group lessons.
- Have the ability to present a lesson plan in accordance with RI Beginning Teacher
- Completion of an educational portfolio.
- Develop competencies in reporting and data recording relative to the educational process.
- Demonstrate the necessary writing skills to research a topic via print and web resources
and document and present the topic according to MLA format.
- Demonstrate knowledge of advances in research and policy as they relate to the field
of Education or Special Education.
- Demonstrate analytical skills relative to student problem solving and student assessments.
- Demonstrate skills in concept formation, listening, self-awareness and professional
- Be able to articulate problems and concerns using critical thinking skills and be
able to request information as needed in an appropriate manner.
- Ability to understand the commonalities and diversity of today’s multicultural society,
and to demonstrate the capacity for effective and sensitive communication with minority
- Demonstrate good public speaking skills.
- Demonstrate the skills necessary to develop lesson plans that include instructional
objectives and learning outcomes.
Social Services Knowledge
- Awareness of one’s personal development, values, and personal challenges and strengths
as they relate to one’s personal and professional development and practice.
- Parenting styles, their comparative effectiveness and behavioral outcomes.
- Principles of temperament, goodness of fit, and the bidirectionality of the parent-child
- Healthy and normal human development and the obstacles that arrest and/or prevent
- Family and social systems interdependence and development and principles.
- Collaboration with peers in order to facilitate problem solving.
- Multi-cultural migration history and the experiences of migrants that shape their
development and assimilation into American culture.
- Human services occupational opportunities.
- Oppression of minority groups by majority groups and institutions.
- Professional ethical issues in human services practice, including confidentiality,
dual relationships, informed consent, self-disclosure and boundaries.
- Human services professionals’ duties, functions, and training.
- Understand selected major theoretical approaches to human service work and complex
human service systems.
- Understand effective communication strategies, establishing relationships, and work
cooperatively in a professional environment.
- Learn cognitive skills—compare and proves information, reason and solve problems.
- Ability to identify and apply professional standards of care required by human services
- Know the components of professional documentation.
- Understand the importance and meaning of being a culturally aware human services worker.
- Know the dynamics and consequences of discrimination and oppression upon growth and
functioning of individuals and families.
- Understand selected theories of human behavior.
- Understand theories and methods of advocacy for individuals, groups, and institutions,
governmental policy and structure.
- Awareness of global interdependence among diverse groups of people and institutions
in the context of a human ecology model/theory.
- Understand the principal theories of addiction, their history and application.
- Understand the principles and modalities of substance abuse treatment.
- Understand the principles and practices of functional clinical assessment of individuals
Social Services Skills
- Demonstrate awareness of one’s value system and the impact of those values on personal
and professional development and practice.
- Identify the personal and professional characteristics of an effective helping professional.
- List and explain the major ethical issues in human services practice including
- confidentiality, dual relationships, informed consent, self-disclosure, and boundaries.
- Demonstrate an understanding and application of the major models of human development
and psychotherapy as they apply to specific populations.
- Demonstrate appropriate communication skills.
- Demonstrate appropriate functional assessment skills in the following domains: mental
status, health, residential status, employment/education, substance abuse, violence,
cultural background, and relationships.
- Develop an appropriate treatment plan and resource identification based on a Case
- Demonstrate appropriate professional writing and oral communication skills.
- Demonstrate skills in DSM assessment, based on a Case Study.
- Demonstrate basic skills in clinical assessment reporting.
- Demonstrate the principles and process of case management.
- Demonstrate the capacity to empathize and initiate sensitive communication with members
of minority groups.
- Demonstrate the ability to develop a treatment plan, based on a clinical assessment.
- Demonstrate the ability to provide access to appropriate community resources, based
on a clinical assessment and treatment plan.
- Demonstrate the capacity to record appropriate entries into clients’ charts.
- Given a case study, demonstrate appropriate client problems-solving skills.
- Demonstrated capacity to observe and facilitate interaction and reflection among client
- Given a case study, demonstrate the ability to assess client temperament and goodness
- Have the ability to identify normal and deviant human behavior at the individual and
group levels in the context of sociocultural systems.
- Ability to identify values and attitudes of the effective Human Services professional
and explain how they influence policy and practice.
- Demonstrate the capacity to interact in a healthy, sensitive, and supportive manner
in the context of client group process.
- Demonstrate the capacity to interact in a collaborative way with peers and fellow
team members in a helping setting.
- Demonstrate the principles of individual, group, and institutional advocacy.
- Demonstrate the capacity to assess addiction severity, prescribe appropriate modality
of treatment, all in the context of an individual client.