HSR 1023 INTRODUCTION TO HUMAN SERVICES (3-3-0). An introduction to the field of human services and to the clientele and work opportunities available to individuals interested in pursuing a career in human services. Students may enroll in this course without declaring a major in Human Services, since one purpose of the course is career exploration. Skills: E
HSR 1035 AMERICAN SIGN LANGUAGE I (5-4-2). An introduction to communication methods used by the deaf that includes non-verbal communication, development of 700 basic signs, and beginning American Sign Language. Laboratory experiences will involve practice in situations where sign language is the method of communication.
HSR 1043 DIVERSITY IN HUMAN SERVICES (3-3-0). An examination of the impact of diversity in culture, gender, and ability levels on the delivery of human services programming. Personal, interpersonal, and system-wide effects of differences in background, values, and experiences will be explored with a goal of providing equitable and effective services to all clients. Skills: E Prerequisites: HSR 1013 and HSR 1023.
HSR 1053 SURVEY OF EXCEPTIONALITIES (3-3-0). An overview of disabling conditions and their effects on learning and development throughout the lifespan. Includes major treatment, educational approaches, and an introduction to the continuum of service delivery systems for various disabilities. Skills: E
HSR 1054 INTERNSHIP I (4-2-10). Supervised internship in a human services agency. A major portion of the experience will be student observations and recordings of events in the agency, such as client and staff interactions, treatment meetings, and teaching or counseling sessions. Students also will be expected to participate in the treatment of clients as specified by agency and ACC instructors. Transportation, insurance, and other expenses will be provided by the student. Ten hours of field work per week required. Insurance: $10Skills: P Prerequisites: Instructor approval.
HSR 1135 AMERICAN SIGN LANGUAGE II (5-4-2). A continuation of vocabulary development and practice. Laboratory experiences will involve practice in situations where sign language is the method of communication. Prerequisites: HSR 1035.
HSR 1143 INTERPRETING: PROCESS MODELS (3-2-2). This course establishes a theoretical foundation of the interpreting process. A survey of the histories of both spoken and American Sign Language interpreting traces the evolution of theories of translation and interpretation. These theories and interpreting process models provide the framework for a task analysis-based approach to interpretation. Exercises are designed to enhance physical and cognitive skills necessary for American Sign Language/English interpreting. Prerequisites: HSR 2144 or permission of instructor.
HSR 1163 INTERPRETING: THE PROFESSION (3-3-0). This course introduces the standard practices within the interpreting profession. A major component is dedicated to the Registry of Interpreters for the Deaf's Code of Ethics and applying its principles to situational decision-making. Other topics include requisite skills for interpreting, state and national certifications, current job market trends, standard policies and procedures, contract versus employee status, professional affiliations, prevention of repetitive motion injuries, and team interpreting. Skills: E
HSR 1173 INTERPRETING: CONSECUTIVE (3-2-3). A practice-oriented course in which students interpret source language utterances into target language interpretations. Exercises use both English and American Sign Language as the source language. Measured time intervals between the source language and production of the target language interpretation allow students to work through the interpreting process stages within the given time constraints. Gradually, time intervals and processing time is reduced. Interpretations are evaluated for message equivalency as well as proper articulation within phonological parameters. Skills: E Prerequisites: HSR 1143.
HSR 1183 THE DEAF COMMUNITY IN AMERICA (3-3-0). This course compares the pathological and cultural perspectives of the Deaf community. Students are introduced to the audiological definitions of deafness and hearing loss. The impact of this pathological view of deafness on the Deaf community is examined. This pathological view is then compared to the cultural view of the Deaf community. The unique values, social norms, traditions and the shared experiences of the Deaf community as a linguistic minority are examined. These discussions serve as a context by which the interpreter's role within this linguistic minority is defined. Metaphors of the interpreter's role include discussions of interpreters as helpers, language conduits, oppressors and allies.
HSR 1254 THERAPEUTIC RECREATION PROGRAM PLANNING (4-3-3). Development of the knowledge and understanding required to effectively plan recreation and leisure programs that meet the physical, psychological, and social needs of participants. Major topic areas include: activity analysis, assessment techniques, program planning principles and components, and program evaluation. Opportunities to plan and carry out activities will be included in the three hour weekly field work. Prerequisites: HSR 2023, prior completion or concurrent enrollment in HSR 2303 and 2313.
HSR 1623 ETHICAL ISSUES IN HUMAN SERVICES (3-3-0). A study of the principles of morality with a critical examination of various ethical issues as applied to providing human services to clients. Skills: E
HSR 2013 INTRODUCTION TO BEHAVIOR MANAGEMENT (3-3-0). A study of behavior management techniques with special attention to their applications with special populations. Course includes (but is not limited to) behavior modification, and cognitive therapy. Attention to ethical and regulatory issues. Skills: E
HSR 2023 INTRODUCTION TO THERAPEUTIC RECREATION (3-3-0). Introduction to the history, philosophy, appropriate terminology, and professional opportunities in the therapeutic recreation profession. Emphasis will be placed on identification of client groups, leisure time activity, and application of therapeutic recreation in various human service activities. Skills: E
HSR 2033 SURVEY OF ADDICTIONS (3-3-0). A survey of terminology, classifications, effects, uses and abuses, and treatment approaches relating to substances (alcohol and other drugs) and substance abuse; and theories and practices in crisis intervention. Students will gain basic knowledge and be exposed to current theoretical and ethical issues and available community resources for both information and services. Skills: E
HSR 2043 AGING AND ITS RELATED PROBLEMS (3-3-0). A survey of the biological bases, psychological characteristics, and current research on aging with emphasis on the sociocultural, psychopathology, work and occupation skills, family involvement, and other factors that relate to satisfactory adjustment in old age. Lecture and field trips. Skills: E
HSR 2053 SPECIAL SKILLS IN HUMAN SERVICES (3-3-0). Learning units designed to meet specific community needs as identified by local agencies and institutions. Includes skills in providing specific human services as needed in a variety of mental health and related settings. May be repeated for credit as topics vary. Skills: E
HSR 2054 INTERNSHIP II (4-2-12). A continuation of HSR 1054 with more emphasis on active participation in treatment programs, such as carrying a small caseload and working closely with team leader or counseling in groups. The program will be designed to maximize the student's working potential by providing close supervision, advising, and counseling by ACC instructor. Insurance: $10Skills: P Prerequisites: Department approval required.
HSR 2063 CHEMICAL DEPENDENCY COUNSELING (3-3-0). Specific counseling approaches used in treating persons labeled as alcoholics will be presented, including simulated individual and group counseling sessions. Students will be exposed to a variety of counseling styles and community and residential treatment programs. Prerequisites: HSR 2033.
HSR 2073 RELAPSE PREVENTION OF SUBSTANCE ABUSE (3-3-0). The relapse prevention model investigates the post acute withdrawal symptoms associated with alcoholic relapse. The course focuses on mistaken beliefs about recovery and relapse, understanding the relapse process, the relapse syndrome and relapse prevention planning. Family and self-help group issues are also identified. Course content explores contemporary models of relapse prevention. Skills: E Prerequisites: HSR 2033.
HSR 2083 FAMILY INTERVENTION STRATEGIES WITH CHEMICAL DEPENDENCY (3-3-0). An advanced counseling course that emphasizes family intervention techniques in treating chemical dependency. The family systems approach will be studied, and actual counseling and role playing techniques will be used. Prerequisites: HSR 2033.
HSR 2134 AMERICAN SIGN LANGUAGE III (4-4-0). Emphasis is on advanced conversational skills development and practice. Focus is on comprehension and expressive skills. Prerequisites: HSR 1135.
HSR 2144 AMERICAN SIGN LANGUAGE IV (4-4-0). A continuation of conversational skills development. Focus is on extensive exposure to body language, comprehension, expressive skills, and linguistic features of American Sign Language (ASL). Prerequisites: HSR 2134.
HSR 2153 PSYCHOPATHOLOGY FOR HUMAN SERVICES. (3-3-0). This course will cover the major issues in psychopathology as they impact the Human Services worker. Focus will be on personality, mood, and neurotic disorders in particular as described in the DSM IV. Students will better understand diagnosis, medications, and treatment strategies for a variety of illnesses and settings. Skills: E Prerequisites: HSR 2243.
HSR 2183 FAMILY TREATMENT AND RECOVERY (3-3-0). An introduction to family systems theory, with focus on family roles, rules, and behavior patterns of dysfunctional families. Approaches to family therapy using the family as the focus of treatment rather than an individual will be explored along with typical delivery systems for treatment. Prerequisites: HSR 2033.
HSR 2233 GROUP FACILITATION SKILLS (3-3-0). An introduction to the patterns and dynamics of small group interactions, with focus on process, communication styles, norms, therapeutic factors, and impact of groups on individual growth and behavior. A variety of facilitating skills and approaches will be explored with the classroom group serving as a source for experiential feedback and learning. Prerequisites: HSR 2243.
HSR 2243 INTRODUCTION TO COUNSELING THEORIES (3-3-0). A survey of counseling theories and modalities. Ten different theoretical approaches will be discussed to give the student a foundation in counseling work. Attention is given to the role of counselor as part of the total spectrum of human services. Skills: E
HSR 2253 COUNSELING SKILLS AND ISSUES (3-3-0). This course is designed to train students in the skills necessary for an effective helping relationship. Attention will also be directed to assessing a variety of issues such as violence, chemical dependency, and the related shock to family systems. Skills: E Prerequisites: HSR 2243.
HSR 2263 SUBSTANCE ABUSE TREATMENT MODELS (3-3-0). Emphasis on gaining a working knowledge of predominant approaches to treating alcoholism. It aims at describing various systematic treatment models and examines the continuum of care (detoxification, halfway house, aftercare). Understanding and relating to Alcoholics Anonymous and other self-help models will be discussed. Prerequisites: HSR 2033.
HSR 2283 CO-DEPENDENCY ISSUES AND TREATMENT (3-3-0). This course is designed to focus on the growing body of theory on co-dependency and its implications for treatment. Special attention will be given to distinguishing between primary co-dependency and primary dependency. Skills: E Prerequisites: HSR 2033 or HSR 2073.
HSR 2293 INTRODUCTION TO EATING DISORDERS (3-3-0). An overview of the history, dynamics, prevalence, and treatment approaches to eating disorders. Societal attitudes toward anorexia nervosa, bulimia, and overeating will be explored as well as biological, psychological, behavioral, and other perspectives on the contemporary understanding of these disorders. Skills: E
HSR 2303 RECREATION LEADERSHIP I: EXPRESSIVE AND CREATIVE ARTS (3-3-0). Designed to provide the student with the basic organizational skills and knowledge of recreation activities that involve music, drama, dance, and arts and crafts. Instruction and course materials will focus on the range of individuals who may benefit from recreation therapeutic services. The organizational and leadership aspects of these activities, rather than the mastery of performance skills, will be stressed. Skills: E Prerequisites: Prior completion or concurrent enrollment in HSR 2023.
HSR 2313 RECREATION LEADERSHIP II: SPORTS, GAMES, AND OUTDOOR ACTIVITIES (3-3-0). Designed to provide the student with the basic organizational skills and knowledge of recreation activities that involve sports, games, physical fitness, outdoor recreation activities, aquatics, special interest, and special event activities. Instruction and course materials will focus on the wide range of individuals who may benefit from recreation therapeutic services. The organizational and leadership aspects of these activities, rather than the mastery of performance skills, will be stressed. Skills: E Prerequisites: Prior completion or concurrent enrollment in HSR 2023.
HSR 2323 TREATMENT FOR EATING DISORDERS (3-3-0). An in-depth study of the dynamics of eating disorders will be presented, followed by a survey of the dominant approaches to treating these disorders. This will include diagnosis, psychological assessment, the various forms of psychotherapeutic or other interventions employed, and clinical issues encountered in treatment. Prerequisites: HSR 2093.
HSR 2333 MEDICAL ASPECTS OF EATING DISORDERS (3-3-0). An explanation of the physiology of obesity, anorexia nervosa, and bulimia focusing on physiological predisposition, differential diagnosis, exercise, physical consequences of obesity, purging, and starvation. Also medical, nursing, nutritional, dental, and psychological forms of treatment. Skills: E Prerequisites: HSR 2293.
HSR 2343 INTRODUCTION TO TRAUMA COUNSELING (3-3-0). A survey of the emerging field of trauma counseling to include multi-level acute and chronic stress reactions to traumatic events, crisis intervention techniques, long-term treatment approaches, and community resources. Skills: E Prerequisites: HSR 2253.
HSR 2353 INTRODUCTION TO SUPPORTED EMPLOYMENT (3-3-0). An overview of the history, philosophy, and process of providing supported employment services for people with severe disabilities. Includes related issues such as advocacy, legislation, funding, and sheltered workshop conversion. Skills: E
HSR 2363 INTERPRETING: SIMULTANEOUS (3-2-3). A practice-oriented course in which students interpret source language utterances into message equivalent target language utterances within a 2-to-6-second intervals of processing time. Interpretations are evaluated for grammatical accuracy and proper production within phonological parameters. Source language utterances begin with simple monologic texts and gradually increase in both length and complexity. Skills: E Prerequisites: HSR 1173.
HSR 2373 SPECIAL TOPICS (3-2-3). This course for the advanced interpreting student introduces specialized interpreting settings. Lecture and discussion will orient students to the protocol and vernacular of each of the specialized settings. Skills and knowledge of interpreting for individuals who are deaf/blind will be addressed. Lab activities will include observations and field experience in the various settings. Specialized signs will be practiced in context. Specialized settings covered include legal, medical, mental health, alcohol and drug rehabilitation, performing arts and religious. This course may be repeated as topics vary. Skills: E Prerequisites: Prior completion or concurrent enrollment in HSR 2363 or permission of instructor.
HSR 2383 INTERPRETING: ADVANCED SKILLS (3-2-3). This is a practice-oriented course designed to enhance simultaneous interpretation skills. Students are introduced to increasingly complex source language texts. Principles of cultural and linguistic mediation within the interpreting scenario addresses issues which impact message equivalency. Also, adjusting target language to client's needs include discussions of linguistic registers. Emphasis on self-evaluation, and applying principles of miscue analysis. Skills: E Prerequisites: HSR 2363 or permission of instructor.
HSR 2393 INTERPRETING: ENGLISH-BASED SIGN SYSTEMS (3-2-3). This course introduces transliteration as a requisite skill for the generalist interpreter. The use of English-based sign systems in the education of the deaf and the impact on the interpreter are discussed. The principles of the Registry of Interpreters for the Deaf's Code of Ethics are applied to the educational setting. Linguistic aspects such as sign invention and the use of fingerspelling are examined. Lab exercises will enhance student's transliteration skills. Skills: E Prerequisites: HSR 1143 or permission of instructor.