CONCENTRATION: HUMAN SERVICES/ SCHOOL SOCIAL WORKER
TITLE: HUMAN SERVICES
MY GOALS
· Got my associate's degree in human services from Nassau Community College. I AM CURRENTLY ATTENDING SUNY EMPIRE STATE COLLEGE PURSUING MY BACHELOR'S DEGREE IN HUMAN SERVICES.
· I AM A FULL-TIME TEACHING ASSISTANT FOR ENGLISH LANGUAGE LEARNERS AT ROOSEVELT MIDDLE SCHOOL.
· I HAVE A 4-YEAR-OLD BOY WHO IS IN PRE-K.
· COMPASSION, DETERMINATION, COMMUNICATION, AND HELPING OTHERS ARE MY GO-TOS FOR MY GOALS AND BECOMING A SCHOOL SOCIAL WORKER AND WORKING WITH THE ENL POPULATION. THE ENL STUDENTS GO THROUGH SO MUCH TRAUMA AND ANXIETY BECAUSE OF THE LANGUAGE BARRIER AND THEIR IMMIGRATION STATUS.
· MY LONG-TERM GOAL IS TO BE A GREAT EXAMPLE TO MY SON BY SHOWING HIM THAT PEOPLE ARE ALWAYS IN NEED AND THAT THIS WORLD NEEDS PEOPLE LIKE US TO MAKE A DIFFERENCE.
· THE ADVOCACY COURSE IS GOING TO HELP ME IN ALL ASPECTS, NOT ONLY IN THE COMMUNITY BUT AS FAR AS POLICY MAKING macro level.
· ANOTHER THING THAT IS GOING TO HELP ME IS COMMUNICATION BECAUSE IT IS A KEY TO HUMAN SERVICES. THE COURSE THAT WILL HELP ME IS INTERPERSONAL COMMUNICATION.
General Education Requirements:
How it supports your Human Services degree? All the courses are below.
To obtain the degree that I am pursuing, SUNY has General Education Requirements and Expectations. The General education requirement consists of 30 credits in order to obtain a bachelor's Degree in Human Services. Some of the courses that I will utilize for this come from my previous schooling at Nassau Community College and will be fulfilled by my time here at Empire. The courses that I have and will take reflect my interest in learning about diverse groups and cultures. By doing this, my future work with FILL IN HERE will be most informed.
This paragraph needs to be revised and different words. Also, for each of the courses that I provided, please write how it supports the human services field.
Basic Communication: Interpersonal Communication
Math: Intro Statistics
American History: US History 1865 to Present. Maybe you can write about policies.
Western Civilization: The world today
Social Sciences: Intro to Psychology
Natural Sciences: Biology is an important part of understanding social work clients, and often there is tremendous overlap between presenting problems and a client or client system’s physical illness, substance abuse, or health condition.
Humanities: The course is Sociology of the family, which will help me interact not only with students but with parents as a family. It also talks about different cultures and customs that families have. It also talked about divorce, how it can affect children in the process, and how to cope with it.
The Arts: History of Art
Community and Human Service
Need to make an intro paragraph I provided and an example on another document.
My courses:
Nassau Community college
*HMS 117 - Introduction to Social Work or Community
Description: This course focuses on roles helpers play and locations for social work practice. Topics include professional values, the knowledge base of the profession and introduction to case management. Interventions in individual and community life as well as policy formulation and implementation. Social welfare history is also presented and special attention is paid to working with populations at risk and the importance of cultural competency. Students begin to formulate a professional identity. SUNY GEN ED-n/a; NCC GEN ED-n/a Offered: Fall, Spring, Summe
*HMS 200 - Human Service Skills
Prerequisites: HMS 117
Corequisites: HMS 117
Description: This course surveys the fundamentals of support services. It includes concepts and skills in counseling; interviewing techniques a review of case management, working with families and groups, cultural competency, research skills and bio-psychosocial assessments. *This course includes an applied learning component.
HMS 205 - Human Services Internship(I did my internship at a middle school and my supervisor was a social worker)
Prerequisites: HMS 117 and permission of instructor.
Description: The course includes seventy-five field hours spread out across the semester, plus one and 1/4 seminar hours per week. Students are placed in an established human service agency under professional supervision. Class work focuses on the practical aspects of working in a human service agency, such as: professional responsibilities; supervisory and organizational skills; values and ethics and stress management. Special attention is paid to cultural competency and professionalism.
I don’t know where to place the ones after these courses in foundation five.
*HMS 102 - Interviewing in Human Service Practice
Description: This course teaches interview skills, cultural competency and assessment for beginning human service case managers. A variety of procedures for effective interviews in different areas of practice are studied and practiced along with the holistic case management process, which links vulnerable clients with appropriate services and supports. Skills of exploration listening and documentation are addressed. Traditional lectures, role playing and classroom experiential learning will be significant course components. SUNY GEN ED-n/a; NCC GEN ED-n/a Offered: On Occasion
COM 101 - Interpersonal Communications
Description: This course is a study of the historical and contemporary principles and concepts of human communication. An examination of the interpersonal communication process will help the student gain an awareness of the elements which both aid and hinder communication. Skills which will increase communication effectiveness will be studied, including ve
al and nonve
al behavior, listening, assertiveness, and conflict resolution. Course will incorporate an analysis of theoretical applications.
HED 231 - Death Education: A Health Perspective
Description: The course enables students to understand and cope with death as part of the life cycle. From an interdisciplinary and historical perspective, the course explores how many different cultures treat death and dying as well as examines biomedical ethics (euthanasia, organ donation, wills and trusts). Emphasizing the psychological adjustments to loss, topics include the meaning of death, stages of dying, bereavement and grief processes and a variety of religious attitudes toward suicide, funeral rituals and death in general.
SOC 220 - Sociology of the Family
Description: The family as a social institution and the roles of men, women and children in different societies. Types of families; how they develop and change. The social characteristics of the American family, its relation to the economy, government, religion and law. Problems of the family in modern industrial societies; conflict, divorce, mobility and mental illness. SUNY GEN ED-GSBS; NCC GEN ED-SBS Offered: Fall, Spring, Summe
These are added in the foundational 5 number 4 and 5
Courses In Suny Empire State College
4. HUSV 4030 HUMAN SERVICE ETHICS
DESCRIPTION:
The purpose of this study is to survey codified professional, legal, and ethical issues in community and human services. This course is aligned with the Community and Human Services Area of Study guidelines for Ethics. This course is aligned with the BS in Addiction Studies program guidelines for Ethics. This course was previously CHS XXXXXXXXXXHuman Service Ethics
Learning Objectives:
1. The student will be able to identify the core values and ethical principles of the helping professions. 2. The student will be able to compare and contrast codes of ethics relevant to the helping professions. 3. The student will be able to explain the interface between personal values and biases and the professional applications or practice. 4. The student will be able to recognize the urgency of cultural humility and sensitivity.
5. HUSV 4020 DIVERSITY IN HUMAN SERVICES
DESCRIPTION:
The purpose of this study is to help students develop self awareness about their perceptions and biases, and how these may impact their work within the helping profession. Students will critically analyze power differentials including race, class, gender, sexual orientation, socioeconomic status, ability, and how these forces overlap and influence practice. This course is aligned with the Community and Human Services Area of Study guidelines for Diversity. This course is aligned with the BS in Addiction Studies program guidelines for Diversity.
Learning Objectives:
1. The student will be able to evaluate the impact of his/her cultural influences on practice in human services. 2. The student will be able to apply culturally aware practice in human services. 3. The student will be able to interpret theories of oppression, privilege, and culturally competent practice.
DEGREE GUIDELINES FOR BACHELOR OF ARTS, BACHELOR OF SCIENCE, AND BACHELOR OF PROFESSIONAL STUDIES
For the bachelor's degree, students are expected to meet all of the five foundations through courses and/or prior learning assessments. All of the courses have a description above.
. Students will explain how they meet each of these foundations in the rationale essay. You can then add a few paragraphs about how the courses support your concentration title - Human Services.
FOUNDATION # 1: HUMAN BEHAVIOR (Course HMS 117 - Introduction to Social Work or community service)
· Learning outcome: The student will be able to analyze human behavior within the context of various social, developmental, global, economic, political, biological, and/or environmental systems.
FOUNDATION # 2: SERVICE DELIVERY (Course HMS 200 - Human Service Skills)
· Learning outcome: The student will be able to evaluate institutions and policies that are relevant to the delivery of services in the proposed field of study.
FOUNDATION # 3: SKILLS & APPLICATION (COurseHMS 205 - Human Services Internship)
· Learning outcome: The student will be able to apply skills in assessment, intervention, and evaluation with individuals, families, groups, and/or communities.
· Learning outcome: The student will be able to integrate knowledge, values, and skills related to the proposed field of study.
FOUNDATION # 4: ETHICS (course HUSV 4030 HUMAN SERVICE ETHICS)
· Learning outcome: The student will be able to apply the code of ethics and/or the professional standards within the proposed field of study.
· Learning outcome: The student will be able to reconcile possible conflicts between one’s own values and professional expectations.
FOUNDATION # 5: DIVERSITY (Course HUSV 4020 DIVERSITY IN HUMAN SERVICES)
· Learning outcome: The student will be able to analyze the impact and importance of human diversity on service delivery, including but not limited to, race, ethnicity, gender, class, socioeconomic status, age, culture, religious beliefs, sexual orientation, sexual identify, geographic differences, and/or ability.
· Learning outcome: The student will be able to examine the impact of one’s own power, privilege, and oppression on work with individuals, families, groups, and communities.
Students pursuing degrees in Community and Human Services cannot use the terms “counseling” or “therapy” in their concentration titles. Students should consult with their mentors about concentration titles appropriate for their degree plans.
Foundation courses 1-3 I took at Nassau Community college
Foundations 3 and 4 I took in Suny empire state.
Concentration
My concentration is in Human Services.
The courses I am using to address this concentration are (I provided a list above of the course)
These courses support this concentration because …………..
Conclusion/PROFESSIONAL EXPECTATIONS
Program Evaluation
Alexandra Rios
HMS 205
Professor Carney
March 31, 2022
Program Evaluation
Roosevelt Middle School staff and teachers are professional and friendly. When a new staff member joins the team, the admin and other staff members make sure that they feel comfortable and welcomed. When they transfe
ed me to the middle school, the staff and teachers genuinely cared about new members when they a
ived at the building. The staff's priority is the well-being of the students and their mental health. However, it is unfortunate that we don't have many bilingual teaching assistants, teachers, guidance counselors, psychologists, and social workers. Soon in the future, hopefully, there will be more staff so we can support our students efficiently.
At Roosevelt Middle School, the staff is excellent, but not enough staff. There is only one social worker in the building, and she travels between two schools. My supervisor has the guidance department and psychologist that support her the most, but we are down one psychologist, and she transfe
ed to the elementary school. In addition, my supervisor had to take the psychologist caseload, which was overwhelming for her sometimes. We are not only understaffed for social workers and psychologists but also all other staff members. I believe that the staff members are trained because they are all certified, attend professional development workshops, meetings, and connect to outside resources. Also, the staff connects with other schools to get more information about mental health and coping skills. My supervisor has some support from the Southshore Guidance center. The Southshore Guidance center social workers come in once or twice a week. They mostly get their job done, but they do multitask a lot. I have seen that they juggle between emails, meetings, and phone calls. Sometimes, some work is not getting done on time when they meet. For example, the follow-ups are not completed when they start a case. Some students and parents lose interest in school therapy because of the lack of communication. The parents and students request to have treatment from outside agencies. My supervisor makes others know that she genuinely appreciates me because I help her with the tasks she doesn't get done. My supervisor is beneficial to me, and my experiences are fantastic. I have no problem completing my hours since I go Monday to Friday for 7.5hrs a week. Also, she is always available for me when I have a question or a concern. She also ensured that I was okay and comfortable with the work she would give me. The relationship I have with my supervisor is a very professional one. At the beginning of my internship, we had to introduce ourselves and get to know each other. However, she doesn't talk about her personal life to me, or I don't talk about my personal life with her. I can confidently say we have a good relationship. My recommendation for improvement is that there needs to be