HUMAN SERVICES PROGRAM

Transcription

1 HUMAN SERVICES PROGRAM Anne Arundel Community College Student Fieldwork Manual College Parkway Arnold Maryland

2

3 TABLE OF CONTENTS Welcome Letter... 1 Mission Statement, Competencies and Program Philosophies Human Services Field Placement Application Human Services Important Information... 8 Academic Requirements and Course Learning Objectives Transfer Agreements Fieldwork Requirements and Policies Human Services Field Placement Agreement Fieldwork Requirements and Policies (cont.) Field Placement Orientation Student Profile HIPAA Confidentiality and HIPPA Compliance Agreement Acknowledgement of Risk Professional Behavior Affidavit Time Sheet What is a Learning Contract? Learning Objectives Contract Fieldwork Report Guidelines Student s Evaluation of the Field Placement Experience Oral Case and Agency Presentation Guidelines Student Advisement Form Site Visit Forms Human Services Field Placement Performance Evaluation Ethical Standards of Human Service Professionals AACC Spirit of Community Human Services Degree Program Outcomes

4

5 Fall 2010 Congratulations, You are entering an exciting part of your academic work that will offer many opportunities toward a rewarding career in human services. Your field placement (HUS 115, HUS 210, HUS 217, HUS 275) will provide an opportunity for you to put human service theories, techniques, and skills into practice. This should be a wonderful educational opportunity that results in increased knowledge, practical experience, and employment opportunities. Enjoy this learning experience! Please read this manual carefully. All of the information about the fieldwork program and its requirements are contained in this manual. Prior to starting any fieldwork placement, all students must complete the Field Placement application and discuss field placement options with Beth Potter, fieldwork coordinator. Should you have any questions or concerns about your fieldwork, please contact your instructor or Beth Potter as soon as possible. Sincerely, Elizabeth H. Appel, LCSW-C Nicole Williams, Ph. D. Chair, Department of Health Fieldwork Coordinator and Human Services [email protected] [email protected] 1

6

7 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT Human Services Program Mission Statement The Human Services program s mission is to provide students with an intellectual and supportive atmosphere for personal examination and growth in order to graduate and work as human service paraprofessionals. The program supports the college s mission by fostering excellence in learning and teaching. The Human Services program s mission is accomplished through the following objectives: Develop, within students, a repertoire of basic interpersonal skills which enable them to work effectively with individuals and groups. Provide students with marketable job skills in the human service profession. Prepare students for work in a variety of human service settings. Enable students to work as human service generalists. Graduate human service paraprofessionals who have a deep awareness of themselves and of their impact on others. Graduate students who possess the knowledge and skills to practice effectively and ethically. Encourage students to continue their education, both formally and informally. The following are the Human Services program s competencies that serve as the foundation of the Human Services program s curriculum. The program is designed to have a lecture course as a co-requisite for each fieldwork course (except HUS 275). This allows the student to integrate the competencies with real experiences in the field. Techniques of interviewing and assessment: HUS 114/115: Beginning Counseling and Assessment and Fieldwork Group skills and group methodology: HUS 141: Group Dynamics Individual counseling techniques: HUS 114/115: Beginning Counseling and Assessment and Fieldwork Behavioral intervention techniques: HUS 216/217: Theories of Counseling and Fieldwork Communication and interpersonal skills: HUS 114/115: Beginning Counseling and Assessment and Fieldwork Understanding of family dynamics: HUS 130: Family Counseling 2

8 Identification with attitudes, values and behaviors of human service workers: HUS 100: Introduction to Human Services HUS 101: Human Service Ethics in Practice Problem identification and problem solving: HUS 100: Introduction to Human Services HUS 101: Human Service Ethics in Practice Crisis counseling techniques: HUS 210/211: Crisis Intervention Counseling and Fieldwork Ethical standards and dilemmas: HUS 101: Human Service Ethics in Practice Self-awareness and growth: HUS 101: Human Service Ethics in Practice HUS 114: Beginning Counseling and Assessment The program philosophy for training students is based upon the generalist concept. The values and attitudes that prepare generalist human service workers are: To train entry-level paraprofessionals to serve as part of an interdisciplinary team. To attain competence in communication skills. To understand that individuals are unique with the inherent capacity to grow. To acknowledge that individuals have the right to self-determination. To understand that all individuals have worth and dignity and deserve respect. To encourage life-long learning. To develop human service skills through fieldwork and assessment and intervention skills, based on a strength and person-in-environment approach. To develop cultural competence. To utilize the Standards for Ethics for Human Service Workers. 3

9 Human Services Field Placement Application Student s Name: Semester: How do I get a field placement? 1. Read, complete and sign this application. 2. Obtain your criminal background check through Pre-Check ( and print out confirmation receipt 3. Complete Student Personal Profile 4. Call Fieldwork Coordinator Nicole Williams, at or her at [email protected] to make an appointment. 5. Bring to your appointment: the fieldwork application, confirmation receipt for background check, and student profile. 6. Nicole Williams to inform her of the outcome of your interview. Documentation Checklist Please Note: Documentation Checklist will be completed by Fieldwork Coordinator 1. Application completed and signed Yes 2. Confirmation receipt for background check Yes 3. Student Profile completed Yes Agency student assigned to: Frequently Asked Questions: QUESTION: I know where I want to do my fieldwork. Can I call the agency? ANSWER: No, all students must meet with the Fieldwork Coordinator prior to calling any agency. The school has pre-approved sites that meet specific standards for students. If you have a contact person at an agency, feel free to give that information to the fieldwork coordinator for a future field site. QUESTION: I am really busy; can I just the Fieldwork Coordinator? ANSWER: No. We prefer you meet with the Fieldwork Coordinator to ensure a good match for your field placement. Call or the Fieldwork Coordinator to work out a meeting time that works for both of you. QUESTION: Can I get paid for my fieldwork? ANSWER: No, all fieldwork is unpaid work. 4

10 Human Services Field Placement Application CRIMINAL BACKGROUND CHECK All health professions students who are offered clinical placement (fieldwork) are required to submit to a complete criminal background check. All student applicants final acceptance in the fieldwork program shall be contingent upon satisfactory completion of a criminal background check. All fieldwork/agency placements are conditional and contingent on submission of a criminal background check from Pre-Check that results in a satisfactory report. A separate criminal background check may be required by a fieldwork/clinical site prior to placement. If a student is denied from a fieldwork/clinical site, due to a background check result, which is required to meet program competencies, the student will be dismissed from the fieldwork program. Criminal Background checks do not assure eligibility for specific clinical site placement, program completion, and/or eligibility to sit for professional licensure/board examinations. Students are reminded that licensing boards for certain health care occupations and professions may deny, suspend, or revoke a license or may deny the individual the opportunity to sit for an examination even if the individual has completed all program course work, if it is determined that an applicant has a criminal history or is convicted or pleads guilty or nolo contendre to a felony or other serious crime. Successful completion of a health professions program of study at Anne Arundel Community College does not guarantee licensure, the opportunity to sit for a licensure examination, certification or employment in the relevant health care occupation. Students may be automatically denied admission, or if enrolled, dismissed from the fieldwork program, if they have not been truthful or have provided inaccurate information in the application. Students who have concerns are encouraged to contact the School of Health Professions Admissions office at [email protected] I sign below verifying that I have been given a copy of the School of Health Professions, Wellness, and Physical Education s policy on criminal background checks. Please Note: AACC will only accept background criminal checks performed by PreCheck. Criminal background checks through PreCheck are completed online and the cost is $ Please do not do the criminal background check prior to being instructed to do so. The instructions will be given out at the program orientation seminars, and for selective programs, information will be also given in your acceptance letters. Student Signature and Date Print Name 5

11 Human Services Field Placement Application Student s Name: Address: City: Zip Code: Home Phone: ( ) Other Phone: ( ) address: What fieldwork/internship course will you be taking? Have you completed other field placements in the Human Services Program? (check one) Yes No If yes, at what agency/agencies? Identify the degree or certificate program you are enrolled in: (check one) Human Services Degree Law and Social Practice Option Human Services Certificate Direct Support Certificate Addiction Counseling Degree Addiction Counseling Certificate Aging Studies/Gerontology Certificate Aging Studies/Gerontology Degree Home Health Caregiver Certificate Why do you want to do an internship in the human services/addiction/aging studies field? 6

12 What geographic location would you prefer? What type of agency or population do you want to work with? Are you available to work: day evening weekends READ AND SIGN BELOW: I understand and agree that I am responsible for calling and scheduling an interview at the agency in which the Fieldwork Coordinator and I discuss. I agree to only call the agency in which the Fieldwork Coordinator and I discuss. If I cannot make the interview, I agree to call the agency and cancel the appointment, as well as notify the Fieldwork Coordinator. Additionally, I understand all student applicants final acceptance in the fieldwork program shall be contingent upon satisfactory completion of a criminal background check. Signature Date 7

13 Important Information 1. Please note that some agencies require students to obtain proof of recent inoculations. Inoculation records can be obtained through the student s primary care physician. If a student s inoculations are not current, the student will need to go to his/her primary care physician, the local health department, or Anne Arundel Community College Health Services to obtain inoculations. Inoculations may include: TB test/chest x-ray, Hepatitis B Vaccine (3 shot hepatitis-b), MMR immunizations, physician documentation of positive chicken pox disease, or blood test results that show immunity, etc. Please note that failure to obtain inoculations or proof of inoculations in a timely manner will prevent the student from starting his/her internship. 2. The following agencies will require students to obtain inoculations: a. Anne Arundel Medical Center Varicella, MMR, and Hep B and 2 negative TB tests b. Pathways Varicella, MMR, and Hep B and 2 negative TB tests c. Arundel Lodge TB test d. New Life Addictions Center TB test e. Second Genesis 1. TB test 2. Drug test (will be given by agency) f. Baltimore Washington Hospital 1. A complete Hepatitis B vaccination series (series of three or waiver) 2. Annual TB screening 3. MMR vaccination(s) or positive titer(s) 4. Varicella vaccination or a Varicella titer 3. Please note that some agencies require their own criminal background check. Failure to obtain criminal background check in a timely manner will prevent the student from starting fieldwork. Agencies that require an additional background check will give students, the necessary information in order to obtain the agency criminal background check. 4. The following agencies will require students to obtain an additional background check: a. Department of Juvenile Justice b. Department of Public Safety and Correctional Services c. AA Co. Head Start 8

14 180 H U M A N S E R V I C E S HUMAN SERVICES CERTIFICATE DR. THOMAS E. FLORESTANO SR. ALLIED HEALTH AND PUBLIC SERVICES BUILDING, ROOM 306, H U M A N This program of study is designated as a Health Manpower Shortage Program; therefore, some residents of Maryland (see page 26) enrolled in this program of study on the first day of the term may be eligible for incounty tuition rates for courses required for program completion. Award: Certificate (code CRT.HUS.HUS) Total Credit Hours: 30 credit hours. Estimated Minimum Cost: $2,960. Tuition and fees are subject to change. For cost details see page 27. Purpose: To give employees and volunteers associated with helping agencies knowledge and upgrading of skills in the human services area. This certificate is also appropriate for students to test their interest in the field before committing to a degree program. Students may subsequently apply these credits toward the Associate of Applied Science degree in human services. RANGE OF OCCUPATIONS Geriatrics worker House parent in group home Personnel assistant Public housing counselor Worker with developmentally disabled Occupations can be explored further through the virtual Careers Center at Entrance Requirements 1. Attendance at program orientation seminar. Call for schedule. Detailed information regarding program, profession, and academic requirements will be discussed. For online orientation schedule, go to 2. Eligibility for ENG 111, ENG 115 or ENG 121 (see pages ). Program Requirements: Students must earn a grade of C or better in all human services and fieldwork courses. Award Requirements: Students apply to the Records and Registration office for the certificate after they complete the program requirements. Criminal Background Check: This program requires a criminal background check. For complete details, see page 15. Related Educational Opportunities: Additional courses, credentials and/or certifications may be available through the AACC School of Continuing and Professional Studies. Visit for more information. S E R V I C E S CERTIFICATE REQUIREMENTS: 30 credits CREDITS General Course Requirements PSY 111 Introduction to Psychology SOC 111 Introduction to Sociology Human Services Core Course Requirements HUS 101 Human Service Ethics in Practice HUS 114 Beginning Counseling and Assessment Techniques....3 HUS 115 Fieldwork: Beginning Counseling and Assessment Techniques HUS 141 Group Dynamics HUS 210-HUS 211 Fieldwork: Crisis Intervention and Counseling; Crisis Intervention and Counseling OR HUS 216-HUS 217 Theories of Counseling; Fieldwork: Theories of Counseling Electives approval of adviser

15 H U M A N S E R V I C E S 177 HUMAN SERVICES ASSOCIATE OF APPLIED SCIENCE DEGREE DR. THOMAS E. FLORESTANO SR. ALLIED HEALTH AND PUBLIC SERVICES BUILDING, ROOM 306, H U M A N This program of study is designated as a Health Manpower Shortage Program; therefore, some residents of Maryland (see page 26) enrolled in this program of study on the first day of the term may be eligible for incounty tuition rates for courses required for program completion. Award: Associate of Applied Science degree, A.A.S. (code AAS.HUS.HUS) Total Credit Hours: A minimum of 60 credit hours. Estimated Minimum Cost: $5,966. Tuition and fees are subject to change. For cost details see page 27. Purpose: To train graduates to work as human services generalists in a variety of entry-level positions in mental health, social work, human services administration, addictions and other human services occupations. Graduates can transfer to the School of Social Work at University of Maryland Baltimore County or can transfer to the University of Baltimore, which offers a bachelor of arts degree in Human Services Administration. RANGE OF OCCUPATIONS Child care worker Counselor aide Geriatrics worker Health department worker Human services worker Juvenile services probation worker Mental health associate Substance abuse counselor Occupations can be explored further through the virtual Careers Center at Entrance Requirements 1. Attendance at a program orientation seminar. Call for schedule. Detailed information regarding program, profession and academic requirements will be discussed. For online orientation schedule, go to 2. Eligibility for ENG 111, ENG 115 or ENG 121 (see pages ). Program Requirements: Students are strongly encouraged to start in the fall term and follow the prescribed program in order to finish in two years. Students must maintain a grade of C or better in all human services and fieldwork courses. They also must perform satisfactorily in the fieldwork area in order to graduate. Three fieldwork courses include 100 clinical (unpaid) hours within each term. Degree Requirements: Refer to the general education degree requirements section on pages of this catalog to ensure that diversity and computing and information technology competency and general education degree requirements are included in your course selections. Criminal Background Check: This program requires a criminal background check. For complete details, see page 15. S E R V I C E S Transfer Agreements: Agreements may exist for this program of study. To access agreements, go to and then click on Articulations. Related Educational Opportunities: Additional courses, credentials and/or certifications may be available through the AACC School of Continuing and Professional Studies. Visit for more information. Human Services Program Sequence CREDITS FIRST YEAR TERM 1 ENGLISH ENG 111 and ENG 112 Composition and Introduction to Literature 1, 2 OR ENG 115 and ENG 116 Composition and Introduction to Literature for Non-native Speakers 1, 2 OR ENG 121 Composition and Literature Successful completion of ENG 121 fully satisfies the college English composition general education requirements. Students who take ENG 121 and not ENG may need to take an additional elective course to ensure that they complete a minimum of 60 credits which are required for the award of an associate degree. These credit hours must be chosen with the approval of the department chair or program coordinator. HUS 100 Introduction to Human Services HUS 101 Human Service Ethics in Practice PSY 111 Introduction to Psychology SOC 111 Introduction to Sociology Total credit hours FIRST YEAR TERM 2 COM 111 Fundamentals of Oral Communication OR COM 116 Fundamentals of Oral Communication for Non-Native Speakers OR COM 131 Oral Interpretation ENGLISH See first year term 1. HUS 114 Beginning Counseling and Assessment Techniques....3 HUS 115 Fieldwork: Beginning Counseling and Assessment Techniques HUS 141 Group Dynamics Total credit hours SECOND YEAR TERM 1 BIO 101 Fundamentals of Biology OR BIO 230 Structure and Function of the Human Body HUS 210 Fieldwork: Crisis Intervention and Counseling HUS 211 Crisis Intervention and Counseling HUS 210 corequisite waived for HUS 211 for the Law and Social Practice Option. MATHEMATICS General education requirement, see page 249. If planning to transfer to the University of Maryland Baltimore County social work program you should take MAT 135. Total credit hours SECOND YEAR TERM 2 COMPUTER TECHNOLOGY General education requirement, see page 248. HEALTH/FITNESS/WELLNESS General education requirement, see page 249. HUS 216 Theories of Counseling HUS 217 Fieldwork: Theories of Counseling PSY 214 Introduction to Abnormal Psychology Total credit hours

16 178 H U M A N S E R V I C E S H U M A N LAW AND SOCIAL PRACTICE OPTION ASSOCIATE OF APPLIED SCIENCE DEGREE DR. THOMAS E. FLORESTANO SR. ALLIED HEALTH AND PUBLIC SERVICES BUILDING, ROOM 306, This program of study is designated as a Health Manpower Shortage Program; therefore, some residents of Maryland (see page 26) enrolled in this program of study on the first day of the term may be eligible for incounty tuition rates for courses required for program completion. Award: Associate of Applied Science degree, A.A.S. (code AAS.HUS.LAW-SOC) Total Credit Hours: A minimum of 60 credit hours. Estimated Minimum Cost: $5,931. Tuition and fees are subject to change. For cost details see page 27. Purpose: To train graduates to work as human services generalists in a variety of entry-level positions in corrections, juvenile services, rehabilitation counseling, mental health, social work, addictions and other human services occupations. Graduates can transfer to four-year institutions to further their education in areas such as social work, counseling and various legal programs. RANGE OF OCCUPATIONS Corrections Counseling/therapy Juvenile services Mental health Probation Rehabilitation counseling Social services Social work Victim advocate Occupations can be explored further through the virtual Careers Center at Entrance Requirements 1. Attendance at a program orientation seminar. Call for schedule. Detailed information regarding program, profession, and academic requirements will be discussed. For online orientation schedule, go to 2. Eligibility for ENG 111, ENG 115 or ENG 121 (see pages ). Program Requirements: Human Services students must earn a grade of C or better in all human services and fieldwork courses. They also must perform satisfactorily in the fieldwork area in order to graduate. Students are required to complete fieldwork hours in each of the following courses: HUS 115, HUS 275 and CJS 275. Degree Requirements: Refer to the general education degree requirements section on pages of this catalog to ensure that diversity and computing and information technology competency and general education degree requirements are included in your course selections. Criminal Background Check: This program requires a criminal background check. For complete details, see page 15. Transfer Agreements: Agreements may exist for this program of study. To access agreements, go to and then click on Articulations. S E R V I C E S Related Educational Opportunities: Additional courses, credentials and/or certifications may be available through the AACC School of Continuing and Professional Studies. Visit for more information. GENERAL EDUCATION REQUIREMENTS: credits An approved list of general education courses can be found on pages of the catalog. Choose general education courses from the following topics: CREDITS ENGLISH ENG 111 and ENG 112 Composition and Introduction to Literature 1, 2 OR ENG 115 and ENG 116 Composition and Introduction to Literature for Non-native Speakers 1, 2 OR ENG 121 Composition and Literature Successful completion of ENG 121 fully satisfies the college English composition general education requirements. A minimum of 61 credits is required for a degree. ARTS and HUMANITIES COM 111 Fundamentals of Oral Communication OR COM 116 Fundamentals of Oral Communication for Non-Native Speakers OR COM 131 Oral Interpretation BIOLOGICAL and PHYSICAL SCIENCES BIO 101 Fundamentals of Biology OR BIO 230 Structure and Function of the Human Body COMPUTER TECHNOLOGY HEALTH/FITNESS/WELLNESS MATHEMATICS SOCIAL and BEHAVIORAL SCIENCES SOC 111 Introduction to Sociology PROGRAM REQUIREMENTS: 36 credits CREDITS CJS 111 Introduction to Criminal Justice HUS 101 Human Service Ethics in Practice HUS 114 Beginning Counseling and Assessment Techniques....3 HUS 115 Fieldwork: Beginning Counseling and Assessment Techniques HUS 141 Group Dynamics HUS 211 Crisis Intervention and Counseling HUS 210 corequisite waived for HUS 211 for the Law and Social Practice option. HUS 275 Human Services Practicum LGS 275 Paralegal Internship PSY 111 Introduction to Psychology PSY 214 Introduction to Abnormal Psychology Elective (sociology) Choosen from HUS 228 or 122 or SOC 122 or SOC 132 or SOC 210 or SOC 224. Elective (criminal justice/paralegal studies) Choosen from CJS 113 or CJS 217 or CJS 229 or CJS 271 or HUS 228 or LGS 240 or LGS 241 or LGS 270. ADDITIONAL REQUIREMENTS COMPUTER COMPETENCY REQUIREMENT Computer technology general education requirement satisfies the computer competency requirement. DIVERSITY REQUIREMENT Satisfied by SOC 111 requirement. 11

17 H U M A N S E R V I C E S 181 DIRECT SUPPORT OPTION CERTIFICATE DR. THOMAS E. FLORESTANO SR. ALLIED HEALTH AND PUBLIC SERVICES BUILDING, ROOM 306, H U M A N This program of study is designated as a Health Manpower Shortage Program; therefore, some residents of Maryland (see page 26) enrolled in this program of study on the first day of the term may be eligible for incounty tuition rates for courses required for program completion. Award: Certificate (code CRT.HUS.DIRSUP) Total Credit Hours: 30 credit hours Estimated Minimum Cost: $2,975. Tuition and fees are subject to change. For cost details see page 27. Purpose: For students preparing for entry-level human services jobs in the fields of mental retardation and developmental disabilities. To enhance the skills and communication among direct support employees already working with people with mental retardation and developmental disabilities. Students gain knowledge and skills in competencies associated with the National Community Support Skill Standards, such as client empowerment, assessment, advocacy, interpersonal relations, problem solving, written and oral communication, and supportive counseling methods. RANGE OF OCCUPATIONS Residential counselor Case manager Program assistant Group home manager Job coach Occupations can be explored further through the virtual Careers Center at Entrance Requirements 1. Attendance at program orientation seminar. Call for schedule. Detailed information regarding program, profession, and academic requirements will be discussed. For online orientation schedule, go to 2. Eligibility for ENG 111, ENG 115 or ENG 121 (see pages ). Program Requirements: Students must earn a grade of C or better in all human services and fieldwork courses. Award Requirements: Students apply to the Records and Registration office for the certificate after they complete the program requirements. Criminal Background Check: This program requires a criminal background check. For complete details, see page 15. Related Educational Opportunities: Additional courses, credentials and/or certifications may be available through the AACC School of Continuing and Professional Studies. Visit for more information. S E R V I C E S CERTIFICATE REQUIREMENTS: 30 credits CREDITS HUS 101 Human Service Ethics in Practice HUS 114 Beginning Counseling and Assessment HUS 115 Fieldwork: Beginning Counseling and Assessment....3 HUS 120 Developmental Disabilities HUS 122 Developmental Disabilities HUS 141 Group Dynamics HUS 216 Theories of Counseling HUS 217 Fieldwork: Theories of Counseling PSY 111 Introduction to Psychology SOC 111 Introduction to Sociology

18 H U M A N S E R V I C E S 179 ADDICTION COUNSELING CERTIFICATE DR. THOMAS E. FLORESTANO SR. ALLIED HEALTH AND PUBLIC SERVICES BUILDING, ROOM 306, H U M A N This program of study is designated as a Health Manpower Shortage Program; therefore, some residents of Maryland (see page 26) enrolled in this program of study on the first day of the term may be eligible for incounty tuition rates for courses required for program completion. Award: Certificate (code CRT.HUS.ADD-CNSL) Total Credit Hours: 24 credit hours. Estimated Minimum Cost: $2,379. Tuition and fees are subject to change. For cost details see page 27. Purpose: Prepares students for careers in addiction counseling and enhances knowledge and skills of those already working in the field. Skills include individual, family and group counseling techniques, as well as assessment, treatment planning, prevention, and other topics related to addiction. Coursework includes 100 hours of clinical fieldwork. The certificate provides the necessary academic coursework to attain certification as a certified supervised counselor-alcohol and drug (CSC-AD) by the Maryland Board of Professional Counselors. Students should contact the Maryland Board of Professional Counselors for all licensure and certification requirements at or for requirements. RANGE OF OCCUPATIONS Addiction counselor Occupations can be explored further through the virtual Careers Center at Entrance Requirements 1. Attendance at a program orientation seminar. Call for schedule. Detailed information regarding program, profession, and academic requirements will be discussed. Prior to registering for fieldwork, students must meet with the Human Services Department Fieldwork Coordinator. For online orientation schedule, go to 2. Eligibility for ENG 111, ENG 115 or ENG 121 (see pages ). Program Requirements: Students must earn a grade of C or better in all human services courses. 100 hours of unpaid clinical fieldwork in a community addiction agency is required in order to complete the program. Prior to enrolling in a fieldwork course, students must successfully complete HUS 101: Human Service Ethics in Practice with a grade of C or better, and meet with the Human Services Department Fieldwork Coordinator. Award Requirements: Students apply to the Records and Registration office for the certificate after they complete the program requirements. Criminal Background Check: This program requires a criminal background check. For complete details, see page 15. Related Educational Opportunities: Additional courses, credentials and/or certifications may be available through the AACC School of Continuing and Professional Studies. Visit for more information. S E R V I C E S CERTIFICATE REQUIREMENTS: 24 credits CREDITS HUS 101 Human Service Ethics in Practice HUS 102 Physiological Aspects of Chemical Dependence HUS 114 Beginning Counseling and Assessment Techniques....3 HUS 115 Fieldwork: Beginning Counseling and Assessment Techniques HUS 130 Introduction to Family Counseling HUS 140 Topics in Alcohol and Drug Counseling: Co-occurring Disorders HUS 141 Group Dynamics HUS 200 Addiction Treatment Delivery

19 176 H U M A N S E R V I C E S H U M A N ADDICTION COUNSELING ASSOCIATE OF APPLIED SCIENCE DEGREE DR. THOMAS E. FLORESTANO SR. ALLIED HEALTH AND PUBLIC SERVICES BUILDING, ROOM 306, This program of study is designated as a Health Manpower Shortage Program; therefore, some residents of Maryland (see page 26) enrolled in this program of study on the first day of the term may be eligible for incounty tuition rates for courses required for program completion. Award: Associate of Applied Science degree, A.A.S. (code AAS.HUS.ADD-CNSL) Total Credit Hours: A minimum of 61 credit hours. Estimated Minimum Cost: $6,022. Tuition and fees are subject to change. For cost details see page 27. Purpose: Prepares students for careers in addiction counseling and enhances knowledge and skills of those already working in the field. Skills include individual, family and group counseling techniques, as well as assessment, treatment planning, prevention, and other topics related to addiction. Coursework includes 200 hours of clinical fieldwork. The degree provides the necessary academic coursework to attain certification as a certified supervised counselor-alcohol and drug (CSC-AD) by the Maryland Board of Professional Counselors. Students should contact the Maryland Board of Professional Counselors for all licensure and certification requirements at or for requirements. RANGE OF OCCUPATIONS Addiction counselor Occupations can be explored further through the virtual Careers Center at Entrance Requirements 1. Attendance at a program orientation seminar. Call for schedule. Detailed information regarding program, profession and academic requirements will be discussed. For online orientation schedule, go to 2. Eligibility for ENG 111, ENG 115 or ENG 121 (see pages ). Program Requirements: Students must earn a grade of C or better in all human services courses. 200 hours of unpaid clinical fieldwork in a community addiction agency is required in order to complete the program. Prior to enrolling in a fieldwork course, students must successfully complete HUS 101: Human Service Ethics in Practice with a grade of C or better and meet with the Human Services Department Fieldwork Coordinator. Degree Requirements: Refer to the general education degree requirements section on pages to ensure that diversity and computing and information technology competency and general education degree requirements are included in your course selections. Criminal Background Check: This program requires a criminal background check. For complete details, see page 15. Transfer Agreements: Agreements may exist for this program of study. To access agreements, go to and then click on Articulations. S E R V I C E S Related Educational Opportunities: Additional courses, credentials and/or certifications may be available through the AACC School of Continuing and Professional Studies. Visit for more information. GENERAL EDUCATION REQUIREMENTS: credits An approved list of general education courses can be found on pages of the catalog. Choose general education courses from the following topics: CREDITS ENGLISH ENG 111 and ENG 112 Composition and Introduction to Literature 1, 2 OR ENG 115 and ENG 116 Composition and Introduction to Literature for Non-native Speakers 1, 2 OR ENG 121 Composition and Literature Successful completion of ENG 121 fully satisfies the college English composition general education requirements. A minimum of 61 credits is required for a degree. ARTS and HUMANITIES BIOLOGICAL and PHYSICAL SCIENCES BIO 101 Fundamentals of Biology OR BIO 230 Structure and Function of the Human Body COMPUTER TECHNOLOGY HEALTH/FITNESS/WELLNESS MATHEMATICS SOCIAL and BEHAVIORAL SCIENCES SOC 111 Introduction to Sociology PROGRAM REQUIREMENTS: 39 credits CREDITS HUS 101 Human Service Ethics in Practice HUS 102 Physiological Aspects of Chemical Dependence HUS 114 Beginning Counseling and Assessment Techniques....3 HUS 115 Fieldwork: Beginning Counseling and Assessment Techniques HUS 130 Introduction to Family Counseling HUS 140 Topics in Alcohol and Drug Counseling: Co-occurring Disorders HUS 141 Group Dynamics HUS 200 Addiction Treatment Delivery HUS 216 Theories of Counseling HUS 217 Fieldwork: Theories of Counseling PSY 111 Introduction to Psychology PSY 214 Introduction to Abnormal Psychology Electives Choosen from HUS 211 or HUS/CJS228 or CJS 229 or CJS 231 or CJS 233 or SOC 132. ADDITIONAL REQUIREMENTS COMPUTER COMPETENCY REQUIREMENT Computer technology general education requirement satisfies the computer competency requirement. DIVERSITY REQUIREMENT Satisfied by SOC 111 requirement. 14

20 56 A G I N G ST U D I E S AGING STUDIES CERTIFICATE DR. THOMAS E. FLORESTANO SR. ALLIED HEALTH AND PUBLIC SERVICES BUILDING, ROOM 306, Award: Certificate (code CRT.HUS.AGING) Total Credit Hours: A minimum of 24 credit hours. A G I N G Estimated Minimum Cost: $2,379. Tuition and fees are subject to change. For cost details see page 27. Purpose: With projected growth of the older adult population, the need increases for employees of agencies and institutions serving older adults to be educated on the social, biological and psychological aspects of the lives of the clients they serve and patients for whom they care. These courses provide a basic knowledge of the social, biological and psychological aspects of aging and aging populations. They also provide the fundamentals for continuing in aging studies. Course of study options are provided to allow for specialization in student s field of interest. The general studies option is appropriate for anyone working with older adults; the human services option is geared to those with a specific interest in social work and counseling. Occupational Goal: Jobs in agencies or businesses providing services or products to older adults such as those in health, mental health, counseling assistant, nutrition, housing and case management. Students should choose the course option most appropriate to their field or occupation. Occupations can be explored further through the virtual Careers Center at Entrance Requirements 1. Attendance at program orientation seminar. Call for schedule. Detailed information regarding program, profession and academic requirements will be discussed. For online orientation schedule, go to 2. Eligibility for ENG 111, ENG 115 or ENG 121 (see pages ). Program Requirements: Students must maintain a grade of C or better in all human services and fieldwork courses. They also must perform satisfactorily in the appropriate fieldwork area in order to graduate. Award Requirements: Students apply to the Records and Registration office for the certificate after they complete the program requirements. Criminal Background Check: This program requires a criminal background check. For complete details, see page 15. Related Educational Opportunities: Additional courses, credentials and/or certifications may be available through the AACC School of Continuing and Professional Studies. Visit for more information. S T U D I E S CERTIFICATE REQUIREMENTS: credits CREDITS BIO 152 Biology of Aging OR BIO 135 Principles of Nutrition OR BIO 136 Principles of Nutrition and Laboratory BPA 142 Principles of Management OR BPA 211 Principles of Accounting HUS 101 Human Service Ethics in Practice HUS 114 Beginning Counseling and Assessment Techniques....3 HUS 115 Fieldwork: Beginning Counseling and Assessment Techniques PSY 151 Psychology of Aging SOC 150 Introduction to Aging Studies Elective (arts and humanities or social and behavioral sciences)..3 15

21 A G I N G ST U D I E S 57 HOME HEALTH CAREGIVER OPTION CERTIFICATE DR. THOMAS E. FLORESTANO SR. ALLIED HEALTH AND PUBLIC SERVICES BUILDING, ROOM 306, A G I N G Award: Certificate (code CRT.HUS.HOME-CARE) Total Credit Hours: A minimum of 20 credit hours. Estimated Minimum Cost: $2,135. Tuition and fees are subject to change. For cost details see page 27. Purpose: According to the United States Department of Labor Bureau of Labor Statistics, employment of caregivers, also known as personal and home care aides, is projected to grow much faster than average for all occupations through the year The number of elderly people, an age group characterized by mounting health problems and requiring some assistance with daily activities, is projected to rise substantially. ( Caring for the family as well as the patient is an integral part of any healthcare setting. This is particularly important in the home setting as the family and/or professional caregiver. Students will learn the importance of maintaining effective communication with the family in order to identify mutual goals and facilitate positive outcomes. These courses will provide knowledge of the social, biological, and psychological aspects of aging and aging populations. They will also provide students with the fundamentals for continuing in aging studies if they so choose. Upon completion of the certificate, students may sit for their Geriatric Nursing Assistant Certificate through the Maryland Board of Nursing, work as a home and/or professional caregiver and/or transfer into the A.S. Degree in Aging Studies at AACC. RANGE OF OCCUPATIONS Home Health Caregiver Professional Health Caregiver Geriatric Nursing Assistant Occupations can be explored further through the virtual Careers Center at Entrance Requirements: 1. Attendance at program orientation seminar. Call for schedule. Detailed information regarding program, profession and academic requirements will be discussed. For online orientation schedule, go to 2. Eligibility for ENG 111, ENG 115 or ENG Completion of the college mathematics placement test. 4. Prior to registering for NUR 101, students must submit proof of current certification in American Heart Association CPR and a complete health professions health examination record to FLRS Prior to enrolling in HUS 275, Human Services Practicum, students must meet with the Human Services Department Fieldwork Coordinator. This course requires 150 hours of unpaid clinical fieldwork in community. Graduation Requirements: Students must earn a grade of C or better in all human services courses. Criminal Background Check: This program requires a criminal background check. For complete details, see page 15. Related Educational Opportunities: Additional courses, credentials and/or certifications may be available through the AACC School of Continuing and Professional Studies. Visit for more information. S T U D I E S CERTIFICATE REQUIREMENTS: 20 credits CREDITS FIRST TERM HUS 151 Psychology of Aging SOC 150 Introduction to Aging Studies SECOND TERM HUS 152 Biology of Aging NUR 101 Geriatric Nursing Assistant THIRD TERM HUS 275 Human Services Practicum NUR 104 In Home Aide

22 A G I N G ST U D I E S 55 AGING STUDIES ASSOCIATE OF SCIENCE DEGREE DR. THOMAS E. FLORESTANO SR. ALLIED HEALTH AND PUBLIC SERVICES BUILDING, ROOM 306, A G I N G Award: Associate of Science degree, A.S. (code AS.HUS.AGING) Total Credit Hours: A minimum of 60 credit hours. Estimated Minimum Cost: $5,911. Tuition and fees are subject to change. For cost details see page 27. Purpose: To train graduates to work in a variety of entry-level positions in services to older adults in social, medical and economic fields. Graduates can transfer to four-year institutions to further their education in areas such as gerontology, social work, counseling, and various health programs. RANGE OF OCCUPATIONS Consultant Health services Social services Corrections Rehabilitation Counseling/therapy Mental health Residential services Occupations can be explored further through the virtual Careers Center at Entrance Requirements 1. Attendance at program orientation seminar. Call for schedule. Detailed information regarding program, profession and academic requirements will be discussed. For online orientation schedule, go to 2. Eligibility for ENG 111, ENG 115 or ENG 121. Program Requirements: Students must maintain a grade of C or better in all human services and fieldwork courses. They also must perform satisfactorily in the appropriate fieldwork area in order to graduate. Degree Requirements: Refer to the general education degree requirements section on pages of this catalog to ensure that diversity and computing and information technology competency and general education degree requirements are included in your course selections. Criminal Background Check: This program requires a criminal background check. For complete details, see page 15. Transfer Agreements: Agreements may exist for this program of study. To access agreements, go to and then click on Articulations. Related Educational Opportunities: Additional courses, credentials and/or certifications may be available through the AACC School of Continuing and Professional Studies. Visit for more information. S T U D I E S GENERAL EDUCATION REQUIREMENTS: credits An approved list of general education courses can be found on pages of the catalog. Choose general education courses from the following topics: CREDITS ENGLISH ENG 111 and ENG 112 Composition and Introduction to Literature 1, 2 OR ENG 115 and ENG 116 Composition and Introduction to Literature for Non-native Speakers 1, 2 OR ENG 121 Composition and Literature Successful completion of ENG 121 fully satisfies the college English composition general education requirements. A minimum of 60 credits is required for a degree. ARTS and HUMANITIES COM 141 Small Group Discussion ARTS and HUMANITIES general education other than COM COMPUTER TECHNOLOGY BIOLOGICAL and PHYSICAL SCIENCES BIO 135 Principles of Nutrition OR BIO 136 Principles of Nutrition and Laboratory OR BIO 230 Structure and Function of the Human Body HEALTH/FITNESS/WELLNESS If transferring to UMBC, take HEA 100 or HEA 114. MATHEMATICS MAT 135 Elementary Statistics SOCIAL and BEHAVIORAL SCIENCES PSY 111 Introduction to Psychology SOC 111 Introduction to Sociology PROGRAM REQUIREMENTS: 27 credits CREDITS BIO 152 Biology of Aging BPA 211 Principles of Accounting BPA elective If transferring to UMBC, take BPA 142. HUS 101 Human Service Ethics in Practice HUS 114 Beginning Counseling and Assessment Techniques....3 HUS 115 Fieldwork: Beginning Counseling and Assessment Techniques PSY 151 Psychology of Aging SOC 150 Introduction to Aging Studies Elective (arts and humanities or social and behavioral sciences)..3 ADDITIONAL REQUIREMENTS COMPUTER COMPETENCY REQUIREMENT Computer technology general education requirement satisfies the computer competency requirement. DIVERSITY REQUIREMENT Satisfied by SOC 111 requirement. 17

23 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT Human Services Course Learning Objectives HUS 100: Introduction to Human Services Outline the evolution and development of human services professions and identify the characteristics of helpers and the process of becoming a human services professional. Explore the historical and political roots of human services as well as current ideological and political influences. Examine the role of social welfare policy in human services. Examine diversity and ethical practice in the helping process. Identify underlying philosophies, attitudes, values, and approaches ti understanding human behavior and describe the helping process. Identify specific populations and practice areas in the field of human services: children, adolescents, adults, elderly, child welfare, domestic violence, developmental disabilities, mental health, family services, substance abuse, etc. Examine the various roles of human services workers and identify the theoretical perspectives and approaches that influence human services practice. Describe various human services delivery systems and compare models of human services delivery. Illustrate aspects of appropriate case management services for children, adolescents, adults, elderly, and other special needs populations. Explore becoming a human service professional. HUS 101: Human Service Ethics in Practice Identify human service ethics. Define ethics, morals, norms, and values. Describe the process of making an ethical decision and utilize the ethical decision model in sample cases. Identify differing ethical violations and consequences. Describe the ethical and legal facets of human services. Define standard of care and core ethical issues. Describe the culturally competent worker. Prepare for practice in the human services field. HUS 102: Physiological Aspects of Chemical Dependency Understand theoretical perspectives, and gain knowledge of the physiological effect of drug abuse. Understand underlying philosophies, attitudes, and approaches to the discipline of drug abuse/addiction. Explore concepts, research and addiction prevention techniques, as well as substantive findings of drug abuse research. Explore, discuss, and exchange ideas on the cross-cultural and historical perspectives of substances in American society Familiarize the student with different approaches to the study of drug addictions and alcoholism, with regard to the family, and the workplace. Be able to pose questions in logical and unbiased terms, and be able to apply these questions and concepts in everyday life situations, as well as professional settings. 18

24 HUS 114: Beginning Counseling and Assessment Techniques Identification and understanding of the roles and functions of professional and paraprofessional persons working in human services agencies. Acquisition of theoretical knowledge of people, their needs, causation of need, and delivery of service to meet needs. Development of observation, assessment, and counseling skills through the use of texts, classroom discussion, and exercises. Development of basic practice skills in interviewing, assessment, and communication within the human services profession. HUS 115: Fieldwork Beginning Counseling and Assessment Techniques Develop a beginning understanding of the human service delivery processes and experience the professional world of the human services. Develop basic practice skills for working within the human services profession. Develop basic practice skills in interviewing, assessment and communication within the human services profession. Discuss fieldwork issues and experiences with peers. Promote in students some awareness of the ethical, legal and professional issues that they may encounter in the helping process. HUS 120: Developmental Disabilities 1 Demonstrate an understanding of the historical development of mental retardation in the United States. Describe terminology, definitions, characteristics and degrees of mental retardation. Identify and exhibit an understanding of the biological and psychosocial causes of mental retardation. Identify and differentiate characteristics associated with both mild and severe forms of mental retardation Demonstrate knowledge of issues across the lifespan of persons with mental retardation. Demonstrate an understanding of educational, vocational, and career development issues facing individuals with mental retardation. Demonstrate knowledge of individual rights and legal issues surrounding persons with mental retardation and their treatment and care in society. Explain the impact an individual with mental retardation has on the family system HUS 122: Developmental Disabilities 2 Demonstrate an understanding of the etiology of developmental delays. Distinguish between normal development and developmental delays. Identify genetic and chromosomal birth anomalies and defects. Recognize prenatal, perinatal, and postnatal environmental factors in developmental disabilities. Identify and describe pervasive developmental disorders, such as autism. Explain seizure disorders and their effects on humans. Explain the types and management of cerebral palsy. Identify appropriate services and intervention for individuals with developmental delays and their families 19

25 HUS 130: Introduction to Family Counseling Recognize the ethical and professional issues faced by family counselors Be aware of guidelines for multicultural practice in family counseling Understand the history of systemic family theory and its influence on current theories Understand and apply the major theoretical approaches to family counseling situations Understand the process of change within families Identify and understand the skills and practices of effective family counselor HUS 131: Family Counseling Practicum Demonstrate an understanding of family involvement in addiction counseling Discuss chemical dependence in the family Describe family roles Demonstrate an understanding of the twelve core functions of addiction counseling Identify client services and resources related to chemical dependency HUS 140: Topics in Alcohol and Drug Counseling: Co-occurring Disorders Acquaint self with diagnostic criteria for substance abuse and mental health disorders. Assess co-occurring disorders. Utilize treatment programs for persons with co-occurring disorders. Validate needs of special populations, such as women, adolescents, older adults, and individuals involved with the criminal justice system. Engage in culturally sensitive counseling practices. Assist clients in obtaining community resources. HUS 141: Group Dynamics Identify stages of group development and the behaviors that contribute to each stage. Identify and describe the procedures for forming groups Identify and understand the skills and practices of effective group leadership. Understand guidelines for multicultural practice. Understand the ethical and professional issues in group practice. Learn about specific types of groups. HUS 210: Fieldwork Crisis Intervention and Counseling Provide students with the opportunity to practice their crisis intervention and counseling skills with clients in a community agency setting. Discuss clinical experiences and professional concerns with peers. Apply professional ethics in all field placement interactions. HUS 211: Crisis Intervention and Counseling Outline the major assumptions of crisis theory. Differentiate between developmental life crisis and situational life crisis. Explain both the first and second-order intervention models. Understand the five components of first-order interventions and the associated helper behaviors. Explain the process of lethality assessment. Describe and demonstrate first-order intervention and lethality assessments in role play situations relative to individuals in crisis. Apply professional ethics in hypothetical case situations. 20

26 HUS 200: Addiction Treatment Delivery Conduct a screening. Complete an intake assessment. Practice crisis prevention and management. Conduct an assessment and know how to make a diagnosis of substance abuse and co-occurring disorders. Prepare a treatment plan. Provide education and advocacy services to clients. HUS 216: Theories in Counseling Communicate the importance of personal values, professionalism, ethics, and laws related to counseling. Outline techniques and procedures of psychoanalytic therapy, person-centered therapy, Gestalt therapy, behavior therapy, Become acquainted with major theorists associated with counseling modalities. Apply techniques and procedures of counseling therapies through case studies. Practice techniques and procedures of counseling through role-plays. HUS 217: Theories of Counseling Demonstrate an understanding of family involvement in addiction counseling. Demonstrate an understanding of the twelve core functions of addiction counseling. Identify client services and resources related to client at field placement. HUS 220: Addiction Treatment Delivery Conduct a screening. Complete an intake assessment. Conduct an assessment and know how to make a diagnosis of substance abuse and co-occurring disorders. Prepare a treatment plan. Provide education and advocacy services to clients. HUS 275: Human Services Practicum 1 Participate effectively in an interview Prepare and accurate client record Successfully apply coursework to perform human services duties under the supervision of an agency. Work effectively with human service staff. 21

27 22

28 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT FIELDWORK REQUIREMENTS AND POLICIES for Fall 2008/Spring 2009 (HUS 115, 210, 217, 275) INSTRUCTIONS FOR OBTAINING YOUR BACKGROUND CHECK FOR CLINICAL EDUCATION PROGRAM Anne Arundel Community College The hospitals associated with our clinical education program require background checks on incoming students to insure the safety of the patients treated by students in the program. You will be required to order your background check in sufficient time for it to be reviewed by the hospital prior to starting your clinical rotation. A background check typically takes 3 normal business days to complete. The background checks are conducted by PreCheck, Inc., a firm specializing in background checks for healthcare workers. Your order must be placed online through StudentCheck. Go to and select the name of the school, then select your Program from the drop down menu. Complete all required fields and hit Continue to enter your payment information. The payment can be made securely online with a credit or debit card. You can also pay by money order, but that will delay processing your background check until the money order is received by mail at the PreCheck office. Texas residents will pay $52.50 and New Mexico residents will pay $ Residents in all other states will pay $ For your records, you will be provided a receipt and confirmation page of your background check order placed through PreCheck, Inc. PreCheck will not use your information for any other purposes other than a background check. Your credit will not be investigated, and your name will not be given out to any businesses. If you need assistance, please contact PreCheck at [email protected]. FREQUENTLY ASKED QUESTIONS: How long does the report take to complete? Most reports are completed within 3 business weekdays. Do I get a copy of the report? Yes. Log into and click on here, put in your SSN and DOB. If your application is complete, then you click on the application number to download and print a copy of your report. This feature is good for 90 days after submittal. After 90 days, you will be charged $14.95 for a copy of your report. Does PreCheck need every street address where I have lived over the past 7 years? No. Just the city and state. I have been advised that I am being denied entry into the program because of information on my report and that I should contact PreCheck. Where should I call? Call PreCheck s Adverse Action hotline at Adverse Action is the procedure established by the Fair Credit Reporting Act that allows you to see the report and to dispute anything reported. I have a criminal record. What should I do? Disclose the crime on your application. 23

29 What does the background check consist of? Criminal History Investigation (seven (7) years, unlimited counties) Sexual Offender Registry/ Predator Registry Social Security Number Verification Positive Identification National Locator with Previous Address Maiden/ AKA Name Search Medicare/ Medicaid Sanction Search, through National Healthcare Data Bank Office of Inspector General (OIG) Search General Services Administration (GSA) Search FDA Debarment Check National Wants and Warrants Submission Investigative Application Review (by Licensed Investigator) National Healthcare Data Bank (NHDB) Sanction Report Misconduct Registry Search Executive Order Terrorism Sanctions Regulations Professional License Verification FREQUENTLY ASKED QUESTIONS: How long does the report take to complete? Most reports are completed with three business days. Do I receive a copy of the report? No. Only the hospitals or school in the program have access to the reports. However, you can order a copy of your report for an additional fee at the time you place your order. Does PreCheck need every street address where I have lived over the past seven years? No. Just the city and state. I have been advised that I am being denied entry into the program because of information on my report and that I should contact PreCheck. Where should I call? Call PreCheck s Adverse Action hotline at Adverse Action is the procedure established by the Fair Credit Reporting Act that allows you to see the report and to dispute anything reported. I have a criminal record. What should I do? Disclose the crime on your application. 24

30 What does the background check consist of? - Criminal History Investigation (seven years, unlimited counties) - Sexual Offender Registry/Predator Registry - Social Security Number Verification - Positive Identification National Locator with Previous Address - Maiden/AKA Name Search - Medicare/Medicaid Sanction Search, through National Healthcare Data Bank Office of Inspector General (OIG) Search General Services Administration (GSA) Search FDA Debarment Check - National Wants and Warrants Submission - Investigative Application Review (by Licensed Investigator) - National Healthcare Data Bank (NHDB) Sanction Report - Misconduct Registry Search - Executive Order Terrorism Sanctions Regulations - Professional License Verification Price: $

31 FIELDWORK REQUIREMENTS AND POLICIES (HUS 115, 210, 217, 275) ANNE ARUNDEL COMMUNITY COLLEGE SCHOOL OF HEALTH PROFESSIONS, WELLNESS, AND PHYSICAL EDUCATION HUMAN SERVICES DEPARTMENT HUMAN SERVICES FIELD PLACEMENT AGREEMENT (Name of agency) PRINT agrees to provide an internship opportunity for during. (Name of student) PRINT (Semester/year) PRINT The field placement will consist of 100 hours (120 hours for HUS 275) to be completed by the last day of class for the semester (prior to final exams). It is expected that students will complete the hours over the course of the semester (i.e., completing 8-10 hours per week). The agency agrees to: Orient the student to the agency s function, mission, services, facilities, programs, population served, staff, policies and procedures, and where appropriate, provide training consistent with the agency s goals and objectives. Provide at least one hour of face-to-face supervision per week. The student s supervisor must have at least an A.A. or an A.A.S. Degree. Additionally, the supervisor must not be a current student at Anne Arundel Community College. As part of this supervision, the supervisor will provide performance feedback to the student on a regular basis. Provide the student with a written description of projected learning activities and goals. The student and the student s supervisor will complete the Learning Activities Plan. Appropriate forms may be found in the Fieldwork Manual. Meet with the student and AACC faculty either separate or together, to discuss midterm evaluation and provide an opportunity to discuss the student s performance at least once during the semester. Complete the Student Field Placement Evaluation at mid-term and prior to the last day of class. Appropriate forms may be found in the Fieldwork Manual. Ensure the student has appropriate supervision at all times. Students are not to be left alone at agencies or left alone with clients. Provide adequate facilities for the student, including access to a telephone, necessary office supplies, etc. The student should have access to client and agency records relating to the student s learning experience, except when HIPAA regulations prohibit this. Contact the fieldwork coordinator with concerns, problems, or questions with the student or field placement program. Notify the fieldwork coordinator of staffing changes related to student s field placement. (i.e., changes in supervision, location change, etc.) I have read and agree to the above: Fieldwork Supervisor Initials Student initials 26

32 The student accepts the placement and agrees to: Follow the Human Services Fieldwork Requirements and Policies as outlined in the Fieldwork Manual. This includes completing a criminal background through Precheck and allowing the assigned filed placement agency to review the criminal background check. Any falsification or omission of information, on the student s part may result in termination of field placement. Adhere to the agency s policies and procedures, including confidentiality of clients and the agency s human resources issues. Accept responsibility for submitting the completed Field Placement Learning Activities Plan, mid-term and final evaluation and hours log to Anne Arundel Community College faculty. Participate in supervisory conferences at the placement, as well as class discussions in the associated Human Services fieldwork course. Discuss hours/days/times he/she will report to the agency, and determine a set schedule. Keep a written log of hours completed (signed by the agency supervisor). The completed and signed log is submitted to AACC on the last day of class. Maintain confidentiality of agency and client records and other agency information. Apply knowledge and skills and demonstrate good work habits, consistent with agency standards, to the best of one s ability. Provide his/her own transportation to and from the agency. Wear appropriate attire to the agency according to the agency dress code. Pay for his/her own inoculations, physical exams fingerprinting and/or background check related to acceptance at field site. Not accept payment from the agency for hours related to field placement. Notify the agency when he/she is unable to come to agency due to illness, emergencies or inclement weather. Student is responsibility for making up missed hours. Complete all 100 hours at the same field placement site. Not alter his/her placement during the semester, including changing locations within the agency, without specific prior approval from Field Placement Coordinator and fieldwork instructor. Not seek or complete a field placement in an agency where a prior relationship exists within two years. Prior relationships exists if a student: a.) is a former client within the past two years or current client of the agency. b.) is a former or present employee (except in the case of workforce development courses). c.) has relatives or other close relationships among staff at the agency, or has relatives of close relationships currently receiving treatment. 27

33 Immediately contact fieldwork instructor with concerns, questions and problems. Students may not: Engage in experiential activities (i.e. acupuncture, adventure therapy, sports, hypnosis, etc ). Provide direct physical care to clients (i.e. bathing, feeding, changing diapers, etc.). Be left alone with clients without appropriate supervision (i.e. conducting therapeutic groups, assessments, intakes, etc ). Be left alone at the agency, even if there are no clients there at the time. Drive clients in their own vehicles. Students must comply with attendance policies. Excused fieldwork absences are defined as absences due injury, illness or death in the family. The procedure for reporting excused fieldwork absences include: 1. Notify the fieldwork supervisor within the first hour of the fieldwork day. Leave a message if no one answers. 2. Notify the HUS fieldwork instructor within the first hour of the fieldwork day. A message may be left on the HUS instructor s voice mail or an may be sent. 3. Reschedule make up time with fieldwork supervisor, at the convenience of the fieldwork supervisor. 4. Follow up via with your HUS instructor regarding the plan for making up missed fieldwork. An unexcused fieldwork absence may include one or more of the following: 1. The student did not follow the procedure for reporting a fieldwork absence. 2. The student is absent from fieldwork without prior approval from the fieldwork supervisor. 3. The student changes his/her schedule without approval from the fieldwork supervisor. 4. The student fails to make up missed fieldwork time within the specified time frame established. Unexcused fieldwork absences will be reviewed by the fieldwork instructor for severity and overall impact on student learning and/or program. This may result in one or more of the following actions: Verbal warning Lowering of the internship course grade or loss of points Failure of fieldwork course I have read and agree to the above: Fieldwork Supervisor Initials Student initials 28

34 Anne Arundel Community College agrees to: Refer the potential student intern to the agency and respect the agency s final decision to accept or deny the student for placement. Provide college faculty to serve as a Fieldwork Coordinator between the agency, student, and college. The faculty will meet with the student and the student s supervisor at least once during the semester. As well, the Fieldwork Coordinator will be available for consultation regarding the student s progress throughout the semester. Be responsible for coordination of academic coursework associated with the field experience. Be responsible for assigning and submitting the student s final grade for the semester. Serve as liaison between student and agency. 29

35 FIELDWORK REQUIREMENTS AND POLICIES (HUS 115, 210, 217, 275) Obtaining Your Field Placement Note: **It is the student s responsibility to complete an application for fieldwork, meet with the Fieldwork Coordinator, and obtain a criminal background check through Precheck prior to starting fieldwork.** 1. By the second week of class, students must interview at the pre-approved fieldwork agency, have a start date, and turn in the Human Services Field Placement Agreement. Failure to have a field placement and failure to turn in the Human Services Field Placement Agreement by the second week of class, will result in points being deducted from the student s grade as outlined on the course syllabus. All students must complete their fieldwork at an agency that has been pre-approved by the Human Services Department Fieldwork Coordinator. 2. Students must not have been a client at an agency where they are completing their fieldwork for two years. (Some agencies require more than two years.) 3. The student is responsible for all fieldwork paperwork, including the Field Placement agreement, learning contract, mid-term and final evaluations and timesheets. 4. The requirement for fieldwork is 100 hours (120 for HUS 275) to be completed by the last day of classes (prior to final exam week). Students should treat the fieldwork as a job. If for some reason the student cannot meet during their scheduled time (illness, etc.), the agency supervisor must be contacted immediately and arrangements made to make up missed time. 5. All 100 hours (120 for HUS 275) must be completed at the same field placement. Student Conduct 1. Students must adhere to the Ethical Standards of Human Service Professionals as printed in the Student Fieldwork Manual. Failure to do so may result in either lowering the student s final grade by one grade level, and could include fieldwork course failure. 2. It is the student s responsibility to contact the instructor about any problems or concerns with fieldwork. The instructor will then communicate with the fieldwork coordinator and agency, if necessary. 3. Any breach of confidentiality will subject the student to an immediate loss of 10 percentage points from the student s final semester grade. (For example: possible number of points in class equals 500 points, 10 percent of 500 is 50 points. Thus, 50 points would be deducted from the student s final grade). A second occurrence subjects the student to immediate fieldwork course failure. 4. Students are expected to be on time for class and fieldwork. 30

36 5. Many students entering the human services field are in recovery or may have mental health issues. Students are strongly encouraged to focus on their own well-being, so that their performance in the field is optimal for helping others. Students should be aware it is not appropriate to utilize fieldwork and class time to resolve personal issues. The Anne Arundel Community College office of Counseling, Advising, and Retention Services may be reached at , should you need to discuss personal issues with a counselor. 6. The Human Services Department has established field placement prerequisite and corequisite behaviors that students must adhere to. The field placement prerequisites include demonstrating respect for others, interpersonal skills, and professionalism. Failure to demonstrate the following prerequisites or co-requisite behaviors will result in student being referred to the behavioral indicator process. There are several categories that students may be placed in: Green category (There are no concerns. Student can proceed with initiating fieldwork or proceed in fieldwork), Yellow category (There are several indicator concerns. Student proceeds with feedback from instructor and instructor and student initiate plan for success), Red category (There are several critical indicator concerns. Student needs to have an advisement session with instructor and department chair. Student may be referred to CARS or counseled out of program). 7. All students are expected to abide by college policies, which can be found online at or in the hard copy of the College Catalog. Students are responsible for reading and understanding the college policies, especially those pertaining to: Academic Integrity Sexual Harassment Policy Student Code of Conduct Field Placement Evaluations 1. Students will receive a pass/fail evaluation by their supervisors at mid-semester and at the end of the semester. Students must pass the field placement in order to pass the class. 2. Student termination from the field placement will result, at the minimum, in the student s final grade being lowered by one grade level. Student termination from the field placement could include failure of the course depending upon the circumstances in finding which the termination occurs. 3. If a student is terminated from an agency for reasons unrelated to the student s final grade being lowered by one grade level. Student termination from the field placement could include failure of the course depending upon the circumstances in which the termination occurs. 31

37 4. Final grade for the fieldwork course is calculated by the following: a. Documentation of a pass on the final fieldwork evaluation with both agency supervisor and student signatures. b. Completion of 100 fieldwork hours (120 for HUS 275) confirmed by the agency supervisor s signature. c. Total points for assignments and exams. Student Signature Date Agency Supervisor Signature Date Faculty Signature Date Human Services Field Work Coordinator Signature Date Name of Agency Name of Supervisor Supervisor s Phone Address of Field placement site Days & Hours of field placement Course and section # Instructor s Name 32

38 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT Strategies for a Successful Field Placement FIELD PLACEMENT ORIENTATION Communication/Communication/Communication Student Agency Supervisor Professor First impressions mean a lot Demonstrate enthusiasm/initiative Know your role Know the Ethical Standards of Human Service Professionals, responsibilities to the agency and clients, confidentiality, laws, and self-determination Seek ways to improve your learning experience/be an active learner Know your facility: unwritten and written policies and procedures Know the safety procedures (Fire/Hazard/Disaster/Universal Precautions) Convey your learning styles to your supervisor early on Continue to be in learning mode Bring books and notes as appropriate Use down time effectively Seek out learning opportunities unique to the site Other disciplines or departments (marketing, administration, psychiatry) Share skills with other students Many students are offered jobs after completing their field placement hours. It is important to keep in mind this is a potential job opportunity for you. Treat this experience as a 100 hour job interview. Agencies may have some down time during the semester. Here are some suggestions if you experience this downtime: Ask staff about human service career opportunities Participate in community outreach activities and explore local workshops Work/observe with other staff members Review files or charts Do a project for the facility, i.e., put together some home exercise worksheets or poster presentations for client education. Offer to enhance the waiting room. Develop mock treatment plans and mock documentation and discuss them with your supervisor Learn the billing system or assist with front desk activities Review the manuals at the facility and provide new treatment ideas or parameters for treatment of specific diagnoses Prepare your case presentation Simply be that extra pair of hands Ask your supervisor about projects you can help with; such as resource manuals and program development needs Prepare your resume or a portfolio of your work, educations, and extracurricular activities and experiences. Be an ACTIVE learner and take responsibility for your learning experience! 33

39 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT STUDENT PROFILE (Take completed form to the scheduled interview. Make a copy for your records. You may attach a resume to this profile.) I. Student Information Name: Address: Telephone: II. Education Schools attended: Human Services (or related i.e. psychology) courses taken (include year): Continuing Education (workshops, guest-speakers, lectures, etc include year): III. Past work or volunteer experience in Human Services IV. Personal Interests List hobbies, interests, volunteer experience, etc.: V. Personal Statement Why I an interested in the human services field (minimum 30 words/maximum 50 words): VI. Human Services Career Goals VII. Internship availability (days, weekends, evenings) 34

40 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT What is HIPAA (Health Insurance and Portability Accountability Act)? Health Insurance and Portability Accountability Act of 1996 First phase went into effect October 16, 2002 Second phase effective April 14, 2003 This pertains to the retention, maintenance and disclosure of patient information What is Protected Health Information (PHI)? Protected Health Information Individually identifiable health information that is transmitted or maintained in any form or medium oral, paper or electronic PHI 19 identifiers Name Address Dates DOB, admission/discharge dates/death SS # Medical record # Health plan beneficiary # Account # Certificate # License # Vehicle identifiers Facial photographs Telephone #, Fax # Device identifiers URLs IP addresses (internet protocol) Biometric identifiers Geographic units Any other unique identifier or codes and all ages over 89 Penalties for Violations For a single violation the penalty is civil of $100 per incident Multiple violations up to $25,000 per person per year Wrongfully obtaining or disclosing PHI (Protected Health Information) criminal up to $50,000 up to one year prison Obtaining or disclosing PHI under false pretenses up to $100,000 and five years in prison Obtaining or disclosing PHI with intent to sell, transfer, or use it for commercial advantage, personal gain or malicious harm criminal up to $250,000 and up to 10 years imprisonment If students are convicted under this law they could be ineligible for licensure 35

41 HIPAA (continued) Individual Rights of Clients/Patients The right to receive a copy of the institutions privacy practices The right to inspect and obtain a copy of the individual s PHI The right to request amendment to the PHI The right to receive an accounting of disclosures of PHI The right to request that uses and disclosures of PHI be restricted The right to request use of alternative communications of PHI (Accommodations for requests must be reasonable) 36

42 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT HUMAN SERVICES: 114, 115, 210, 211, 216, 217, 275 CONFIDENTIALITY AND HIPAA COMPLIANCE AGREEMENT Confidentiality related to the client ensures that no information on a client is released to anyone not entitled to know without a properly signed release, medical authorization, or a court subpoena. Ethical Standards of Human Service Professionals states that we respect confidences entrusted in the course of professional practice, respect the client s right to privacy, and reveal confidential information only as required by law or to protect the welfare of the individual or the community. Another aspect of this standard infers that we also respect confidences entrusted in us regarding information about the agency, supervisors, faculty, peers, and/or anyone else during the course of fieldwork. The Health Insurance and Portability Accountability Act of 1996 (HIPAA) Privacy rule establishes standards to protect the confidentiality of identifiable health information maintained or transmitted electronically with certain administrative and financial transactions. Any breach of confidentiality will subject the student to an immediate loss of 10 percentage points from the student s final semester grade. A second occurrence subjects the student to immediate failure of the fieldwork course. I understand that the case material presented and discussed in this class contains information of a confidential nature. Therefore, I promise to safeguard confidentiality by not revealing the identities of agency clients in the classroom and by not discussing case material outside of the classroom. I take full responsibility for adherence to this contract. I understand it is my responsibility to read and adhere to agency and human services policies on confidentiality, laws, and ethics surrounding confidentiality, duty to warn, reporting of suspected abuse of children and vulnerable adults. Additionally, I have been informed of HIPAA laws and understand the ramifications of HIPAA and non-compliance of HIPAA laws, up to and including the possibility of not being eligible for licensure. Student Signature Date Print Name 37

43 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT HUMAN SERVICES: 115, 210, 217, 275 ACKNOWLEDGEMENT OF RISK I am aware that as a Human Services intern, I may work with individuals whose behavior may be unpredictable and difficult. I am also aware that I may be exposed to individuals who have infectious diseases such as hepatitis A, B, C and Acquired Immune Deficiency Syndrome. Anne Arundel Community College has informed me of these risks. I am responsible for ensuring my inoculations are up to date. If the agency requires specific tests, such as a TB test, I understand I am responsible for paying for said tests, unless otherwise specified by the agency. Student Signature Date Print Name 38

44 PROFESSIONAL BEHAVIOR AFFADAVIT Professional behavior is essential to personnel working in the human services environment and is expected in the HUS program. Each student is responsible for the following: Punctuality for class and fieldwork Alerting the instructor and fieldwork supervisor of an impending absence before the absence Submitting requested coursework to the instructor on time Conducting oneself in a professional manner during class and fieldwork Communicating in a professional manner during all HUS-related activities Attending all evaluation opportunities at the time designated by the instructor or fieldwork supervisor unless previous arrangements have been made and documented Participating fully in all sessions of the individual courses Exhibiting appropriate body language Maintaining personal hygiene within generally-accepted standards Conducting oneself to maximize the learning environment for all Compliance with all HIPAA regulations Compliance with the behavioral indicators for the program Failure to abide by the above standards will necessitate a verbal warning by the instructor and/or Program Director. If the behavior continues, the verbal warning will be following by a written warning with a notation in the student s file. Any subsequent behavior will be referred to the administrators of Anne Arundel Community College and may affect the grade in the course and/or result in dismissal from the program. Student s Name Date Instructor s Name Date 39

45 Human Services Department HUS Fieldwork Log/Time Sheet NAME: DATE: IN: OUT: TOTAL HOURS: SUPERVISOR/PRECEPTOR SIGNATURE Total Hours: Supervisor Signature: 40

46 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT What is a Learning Contract? As part of your fieldwork, you will develop specific learning objectives for the semester. You and your agency supervisor should complete the Learning Contract together. Before meeting with your agency supervisor, have the answers to the following questions. What do I want to learn about the clients at this agency? What do I want to learn about this agency? How will I learn this? When will I learn it by? How will I know when I have completed these goals? The best learning objectives are SMART: Specific Measurable Achievable Realistic Timely 41

47 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT FIELDWORK COURSES: HUS 115, 210, 217, 275 FIELDWORK LEARNING OBJECTIVES CONTRACT This is a guide to be used during your fieldwork. Please complete with your supervisor. Semester Student: Agency: Supervisor: Year GOALS Understand and utilize for clients benefit the agency s mission, goals, services, policies and procedures, eligibility criteria, and current challenges. ACTIVITIES Read policies, procedures and assigned materials. Specifically: attend agency orientation read agency policy on confidentiality and HIPPA Attend staff meetings: Participate in agency training opportunities: Participate in supervision sessions, asking for and being open to feedback. Specifically: Interact with clients using therapeutic communication skills and professionalism at an appropriate level for the field placement in the context of the agency. Observe interviewing and provision of services. Specifically: shadow employees as they interact with clients Interact with clients to: (check those that apply) Obtain information Assess needs Provide services Specifically: 42

48 GOALS Enhance/develop documentation and recording skills. Field Placement Learning Activities Plan (page 2) ACTIVITIES Read client records to observe different types of reports and recordings and documentation skills. review. Practice recording skills through writing mock entries for supervisory Write and enter documentation in the client record: Progress notes Assessment summaries Service plans Other: Practice/develop skills for the operation of the agency. Program/Activity Development Marketing Grant Writing Data Collection Special Project Work Specifically: My Goals Specifically: *This plan provides the opportunity to plan specific activities for each individual student. The agency and faculty coordinator have the prerogative to amend this plan based on their assessment of student ability, skill, and readiness. I understand and agree to the above plan. Student Signature Date Agency Signature Date 43

49 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT FIELDWORK REPORT GUIDELINES Each report MUST include the following information: Your name Name of fieldwork agency A list and description of your assignments/activities during the period up to report due date (including meetings attended, case documentation, observation, group cofacilitation, individual counseling, etc.). The description should reflect your learning objectives contract. Description of your experience with staff and supervisor (i.e. weekly supervision meetings). Discussion of any opportunities to work with individuals, families, or groups. Description of what you have learned about: the agency the client population the community yourself Ethical dilemmas (experienced or observed) Your learning objectives and goals for the next month (should reflect your learning objectives contract). Problems that you have encountered in your placement AND your attempts to resolve them. 44

50 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT STUDENT S EVALUATION OF THE FIELD PLACEMENT EXPERIENCE In our effort to continually evaluate and improve the Human Services Program, it would be helpful to receive both positive and negative feedback about your placement experience. Answer the following questions as fully as possible, using extra paper, if necessary. Agency: Supervisor: Semester: Year: I. ORIENTATION TO THE DEPARTMENT AND AGENCY Excellent Good Average Poor Not Given Tour of Agency Tour of Department Introduction to Staff Dept. Policies & Procedures Paperwork/files Scheduling Emergency Procedures Location of Supplies & Equipment Comments: 45

51 II. SUPERVISION 1. How many supervisors did you have? 2. If more than one supervisor, what was the supervisory arrangement? 3. Were there any special circumstances affecting supervision, e.g., sick leave or vacation? Yes No If so, what? 4. After orientation and meeting with your supervisor did you know what was expected of you? Yes No 5. Were you able to meet the goals of the fieldwork course by the end of your placement? Yes No 6. Did you help determine the goals on your learning contract? Yes No 7. Based on your level of experience and skill, was the supervision appropriate? Yes No 8. Was the feedback you received: Constructive? Yes No Timely? Yes No 9. What was your overall impression of the supervision you received at the agency (please include what was most and least helpful to you)? III. LEARNING EXPERIENCES Excellent Good Poor N/A Staff/Team Meetings Observing Staff Being Observed Consultations with Staff In-Services Attended Exposure to Other Disciplines

52 IV. PROFESSIONAL BEHAVIOR 1. Was the staff friendly and open to students? Yes No 2. Did the staff respect the dignity of the client and the client s family? Yes No 3. Was the staff open to new ideas? Yes No 4. Did the staff provide good professional role models? Yes No 5. Was the atmosphere in the department professional? Yes No V. GENERAL FACILITIES 1. What are the hours for interns at the agency? 2. What was your impression regarding the organization of your placement agency? 3. What is your general attitude toward the placement? Include in your discussion a list and description of your tasks and responsibilities at the placement. 4. What were your most valuable experiences? 5. The least valuable? 47

53 6. If offered, would you consider employment at this agency? Yes Yes, if some changes were made Undecided Probably not No Why or why not? 7. Using the above grade definitions, what grade would you give the agency as a field placement? 8. Please give your rational for deciding on the agency s grade. 9. What would you like other students to know about this agency that may not be noted elsewhere on this form? 48

54 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT FIELDWORK: HUS 115, 210, 217, 275 ORAL CASE PRESENTATIONS **Do NOT use any identifying data when presenting a case. This is an oral presentation therefore you do not need to turn in a written outline or paper. Notes will help during your presentation however, do not read your presentation to the class. Feel free to use personal observations and thoughts throughout the presentation. Your presentation should be concise and presented within ten minutes. **If your agency will not permit you to have client contact or will not permit you to access case files, discuss the option of an agency presentation (see next page). I. Why are you presenting this case? (Feeling stuck and need assistance from your peers; want to brag about how well this case is going or a technique that was used; the case is fascinating and you would like to share it with your peers.) Relate the case presentation to course content. II. III. IV. Description A. Do not use client s real name or initials B. Client s approximate age and race C. Family Constellation and household members Presenting Problem A. Referral source (how did the client become involved with the agency?) B. Problem from the client s perspective C. Problem from other family member s perspective D. Agency s perspective Psychosocial History A. Family B. Social C. Legal D. Educational E. Employment F. Medical/physical G. Alcohol and drug use H. Spiritual I. Recreational J. Critical events K. Prior psychological or social service V. Strengths, Competencies, and Resources VI. VII. Client Progress Why are you presenting this case? 49

55 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT FIELDWORK: HUS 115, 210, 217, 275 AGENCY PRESENTATION GUIDELINES I. Agency s Mission II. III. IV. Population served Profit or non-profit; How is the agency funded? How has the agency s client population s needs changed over time? V. What services does this agency provide? How does the agency gets clients? VI. VII. How do clients access services? What are some of the barriers to clients receiving services at this agency? Distribute (to classmates) handouts, information or pamphlets about this agency and the services provided. 50

56 Anne Arundel Community College 101 College Parkway, Arnold, Maryland Human Services STUDENT ADVISEMENT FORM STUDENT NAME: DATE: INSTRUCTOR: A. To be completed by the instructor: CONTACT TYPE: 1. ISSUE(S) DISCUSSED: 2. INSTRUCTOR RECOMMENDATIONS Fieldwork: Review of Performance in fieldwork Time Management: Review of time management plan for studying. Study Skills/Habits: Review of preparation for lectures. Code of Ethics for Human Services Professionals Program Policies and Procedures cite policy Other B. To be completed by the student. 1. STUDENT S PLAN FOR SUCCESS: Faculty Signature Date Student Signature Date (This signature does not mean I agree or disagree, but that I have read this advisement form.) 51

57 HUMAN SERVICES PROGRAM Field Placement Prerequisite/Requirements Faculty Name: Date: Semester: Year Course Number and Section: Respect for Others Interpersonal Skills Professionalism Student s Name Demonstrates respect, empathy and genuineness Demonstrates sensitivity and a non-judgmental attitude Sensitive to diversity Communication oral/written Deals with conflict Group membership Punctual / Deadlines met Demonstrates ethical behavior Accepts criticism and makes adjustments Positive Manner Capacity for Self evaluation and self care

58 HUMAN SERVICES PROGRAM Field Placement Prerequisite Requirements/Concerns Date: Student s Name: enter student name here Faculty Member s Name: enter faculty name here I am concerned about the following Behavioral Indicator (s) which must be demonstrated by a student before entering a Human Services Field Placement. I am documenting the concern with specific behaviors. Behavioral Indicator: specific behavior or behaviors Additional Behavioral Indicators: specific behavior or behaviors In order to be eligible for field placements, from this point forward, faculty members in the Human Services Program expect the above named student to: Behavioral Indicator: specific behavior or behaviors Additional Behavioral Indicators: specific behavior or behaviors I have discussed my concern(s) with the student. Plan for Success Signature of Faculty Member: Date: The faculty member has discussed the concern(s) with me. Signature of Student: Date: Student s Comments: 53

59 Agency: Anne Arundel Community College Human Services Fieldwork Spring/Fall 20 Student: Supervisor: Phone #: Faculty: Phone Call: Date: Agency: Anne Arundel Community College Human Services Fieldwork Spring/Fall 20 Student: Supervisor: Phone #: Faculty: Involved: Date: Site Visit Arranged for: Site Visit: Date: Time: Learning Opportunities: Problem/Issue: Student Strengths: Student Weaknesses/Concerns/Problem Areas: (for further space see back) Made Faculty Aware of Immediate Concern Phone Call Remaining Learning Objectives: Resolution: Agency Feedback: End of Semester F/U Call: Date: 54

60 Anne Arundel Community College School of Health Professions, Wellness and Physical Education HUMAN SERVICES DEPARTMENT HUMAN SERVICES FIELD PLACEMENT PERFORMANCE EVALUATION FOR STUDENTS **PLEASE GO OVER THE PERFORMANCE EVALUATION WITH THE STUDENT AT MIDTERM AND FINAL. THE STUDENT IS RESPONSIBLE FOR SUBMITTING THE EVALUATION TO THE APPROPRIATE FACULTY MEMBER. 55

61 ANNE ARUNDEL COMMUNITY COLLEGE HUMAN SERVICES PROGRAM STUDENT FIELDWORK PERFORMANCE EVALUATION Check One: Midterm Final Midterm: Due 7 th Week of Semester Final: Due Last Week of Classes Student (Please Print): Placement/Agency: Fieldwork Supervisor (Please print.): College Instructor (Please print.): This is the student s: FIRST SECOND THIRD Fieldwork Placement (please circle one) Evaluation is an integral part of the learning process. This tool is designed to assess the student s level of competence and is used for all fieldwork experiences. The student and fieldwork supervisor should each complete the same copy of the evaluation tool at midterm and at the end of the semester and review the form together. Criteria for achievement of the program goals and objectives are expressed as Below Expectations, Meets Expectations, and Exceeds Expectations. If an objective or category within an objective does not apply, please rate it N.A. (Not Applicable). Some categories have already been rated N.A. At the final evaluation (only), please remember to circle PASS or FAIL. The student s college instructor assigns the final grade. Please print names above on this page and sign and date page four after completion and discussion of the evaluation with the student. Achievement of the six major goals should be evaluated in terms of the ratings for the corresponding objectives listed below each goal. Please be certain that you have indicated a rating for each of the six major goals. 56

62 Please rate goals and objectives. GOAL I: Applies meaningful connections between classroom learning and experiences in the field. A. Demonstrates knowledge of how individuals, families and/or groups develop and function. B. Displays understanding of how services are delivered to individuals, families and/or groups. C. Utilizes skills necessary for beginning competence in the Human Services field (Examples include: competence in active listening skills, demonstration of documentation, either real or mock ) STUDENT SELF-EVALUATION SUPERVISOR S EVALUATION EXPECTATIONS EXPECTATIONS BELOW MEETS EXCEEDS BELOW MEETS EXCEEDS COMMENTS (OPTIONAL) GOAL II: Demonstrates a professional attitude. A. Demonstrates caring, respect, empathy, and genuineness when interacting with clients, colleagues and peers. B. Demonstrates conscientiousness and willingness to fulfill all aspects of the field placement. C. Protects the integrity and security of client records. D. Protects the client's right to privacy and confidentiality except when such confidentiality would cause harm to the client or others. E. Participates as a member of the team and cooperates with staff. GOAL III: Demonstrates sensitivity (and a non-judgmental attitude) to diversity when interacting with individuals, families and/or groups. A. Adapts his or her helping approach to the needs of the client's culture. B. Demonstrates knowledge about the cultures and communities within which he or she practices. C. Provides services w/o discrimination based on age, ethnicity, culture, race, disability, gender, religion, sexual orientation or socioeconomic status. 57

63 Please rate goals and objectives. GOAL IV: Displays interpersonal skills. SELF-EVALUATION SUPERVISOR S EVALUATION EXPECTATIONS EXPECTATIONS BELOW MEETS EXCEEDS BELOW MEETS EXCEEDS COMMENTS (OPTIONAL) A. Communicates effectively with clients, peers, colleagues field work instructor, and college instructor. B. Deals appropriately with conflict. C. Demonstrates honesty when interacting with clients. D. Establishes rapport with clients. N.A. N.A. GOAL V: Engages in professional behaviors. A. Communicates lateness or absence to the field instructor. B. Demonstrates punctuality. C. Dresses appropriately. N.A. N.A. D. Exhibits constructive use of time. E. Follows the agency's policies and procedures. F. Performs the duties and responsibilities specified by the Fieldwork supervisor. G. Uses initiative in interpreting and following instructions. 58

64 Please rate goals and objectives. GOAL VI: Exhibits self-development. SELF-EVALUATION SUPERVISOR S EVALUATION EXPECTATIONS EXPECTATIONS BELOW MEETS EXCEEDS BELOW MEETS EXCEEDS COMMENTS (OPTIONAL) A. Completes the Fieldwork Learning Objectives Contract with the fieldwork supervisor at the beginning of the semester (in a timely manner) and meets established goals by the end of the semester. B. Accepts constructive criticism and attempts to make appropriate adjustments. C. Demonstrates capacity for self evaluation and self care D. Seeks guidance from the fieldwork supervisor. N.A. N.A. N.A. N.A. Fieldwork Supervisor s Overall Comments: Student s Comments: Recommended OVERALL Achievement (Please circle ONLY for Final Evaluation) PASS FAIL Fieldwork Supervisor s Signature: Date: Student s Signature: Date: Please note any suggestions you have for AACC s Human Services Program on the reverse side. 59

65 ETHICAL STANDARDS OF HUMAN SERVICE PROFESSIONALS NATIONAL Organization for Human Services Council for Standards in Human Service Education Adopted 1996 Preamble Human services is a profession developing in response to and in anticipation of the direction of human needs and human problems in the late twentieth century. Characterized particularly by an appreciation of human beings in all of their diversity, human services offers assistance to its clients within the context of their community and environment. Human service professionals and those who education them, regardless of whether they are students, faculty or practitioners, promote and encourage the unique values and characteristics of human services. In so doing human service professionals and educators uphold the integrity and ethics of the profession, partake in constructive criticism of the profession, promote client and community well-being, and enhance their own professional growth. The ethical guidelines presented are a set of standards of conduct which the human service professionals and educators consider in ethical and professional decision making. It is hoped that these guidelines will be of assistance when human service professionals and educators are challenged by difficult ethical dilemmas. Although ethical codes are not legal documents, they may be used to assist in the adjudication of issues related to ethical human service behavior. Section I Standards for Human Service Professionals Human service professionals function in many ways and carry out many roles. They enter into professional-client relationships with individuals, families, groups and communities who are all referred to as clients in these standards. Among their roles are caregiver, case manager, broker, teacher/educator, behavior changer, consultant, outreach professional, mobilizer, advocate, community planner, community change organizer, evaluator and administrator. [1.] The following standards are written with these multifaceted roles in mind. The Human Service Professional s Responsibility to Clients STATEMENT 1 Human service professionals negotiate with clients the purpose, goals and nature of the helping relationship prior to its onset as well as inform clients of the limitations of the proposed relationship. STATEMENT 2 Human service professionals respect the integrity and welfare of the client at all times. Each client is treated with respect, acceptance and dignity. STATEMENT 3 Human service professionals protect the client s right to privacy and confidentiality except when such confidentiality would cause harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state or federal laws). Professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship. 60

66 STATEMENT 4 If it is suspected that danger or harm may occur to the client or to others as a result of a client s behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve seeking consultation, supervision and/or breaking the confidentiality of the relationship. STATEMENT 5 Human service professionals protect the integrity, safety and security of client records. All written client information that is shared with other professionals, except in the course of professional supervision, must have the client s prior written consent. STATEMENT 6 Human service professionals are aware that in their relationships with clients power and status are unequal. Therefore they recognize that dual or multiple relationships may increase the risk of harm to, or exploitation of, clients and may impair their professional judgment. However, in some communities and situations it may not be feasible to avoid social or other nonprofessional contact with clients. Human service professionals support the trust implicit in the helping relationship by avoiding dual relationships that may impair professional judgment, increase the risk of harm to clients or lead to exploitation. STATEMENT 7 Sexual relationships with current clients are not considered to be in the best interest of the client and are prohibited. Sexual relationships with previous clients are considered dual relationships and are addressed in STATEMENT 6 (above). STATEMENT 8 The client s right to self-determination is protected by human service professionals. They recognize the client s right to receive or refuse services. STATEMENT 9 Human service professionals recognize and build on client strengths. The Human Service Professional Responsibility to the Community and Society STATEMENT 10 Human service professionals are aware of local, state and federal laws. They advocate for change in regulations and statutes when such legislation conflicts with ethical guidelines and/or client rights. Where laws are harmful to individuals, groups or communities, human service professionals consider the conflict between the values of obeying the law and the values of serving people and may decide to initiate social action. STATEMENT 11 Human service professionals keep informed about current social issues as they affect the client and the community. They share that information with clients, groups and community as part of their work. STATEMENT 12 Human service professionals understand the complex interaction between individuals, their families, the communities in which they live, and society. STATEMENT 13 Human service professionals act as advocates in addressing unmet client and community needs. Human service professionals provide a mechanism for identifying unmet client needs, calling attention to these needs, and assisting in planning and mobilizing to advocate for those needs at the local community level. STATEMENT 14 Human service professionals represent their qualifications to the public accurately. STATEMENT 15 Human service professionals describe the effectiveness of programs, treatments and/or techniques accurately. 61

67 STATEMENT 16 Human service professionals advocate for the rights of all members of society, particularly those who are members of minorities and groups at which discriminatory practices have historically been directed. STATEMENT 17 Human service professionals provide services without discrimination or preference based on age, ethnicity, culture, race, disability, gender, religion, sexual orientation or socioeconomic status. STATEMENT 18 Human service professionals are knowledgeable about the cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect individuals and groups, their cultures and beliefs. STATEMENT 19 Human service professionals are aware of their own cultural backgrounds, beliefs and values, recognizing the potential for impact and their relationships with others. STATEMENT 20 Human service professionals are aware of sociopolitical issues that differentially affect clients from diverse backgrounds. STATEMENT 21 Human service professionals seek the training, experience, education and supervision necessary to ensure their effectiveness in working with culturally diverse client populations. The Human Service Professional s Responsibility to Colleagues STATEMENT 22 Human service professionals avoid duplicating another professional s helping relationship with a client. They consult with other professionals who are assisting the client in a different type of relationship when it is in the best interest of the client to do so. STATEMENT 23 When a human service professional has a conflict with a colleague, he or she first seeks out the colleague in an attempt to manage the problem. If necessary, the professional then seeks the assistance of supervisors, consultants or other professionals in effects to manage the problem. STATEMENT 24 Human service professionals respond appropriately to unethical behavior of colleagues. Usually this means initially talking directly with the colleague and, if no resolution is forthcoming, reporting the colleague s behavior to supervisory or administrative staff and/or to the professional organization(s) to which the colleague belongs. STATEMENT 25 All consultations between human service professionals are kept confidential unless to do so would result in harm to clients or communities. The Human Service Professional s Responsibility to the Profession STATEMENT 26 Human service professionals know the limit and scope of their professional knowledge and offer services only within their knowledge and skill base. STATEMENT 27 Human service professionals seek appropriate consultation and supervision to assist in decision-making when there are legal, ethical or other dilemmas. 62

68 STATEMENT 28 Human service professionals act with integrity, honesty, genuineness and objectively. STATEMENT 29 Human service professionals promote cooperation among related disciplines (e.g., psychology, counseling, social work, nursing family and consumer sciences, medicine, education) to foster professional growth and interests within the various fields. STATEMENT 30 Human service professionals promote the continuing development of their profession. They encourage membership in professional associations, support research endeavors, foster educational advancement, advocate for appropriate legislative actions and participate in other related professional activities. STATEMENT 31 Human service professionals continually seek out new and effective approaches to enhance their professional abilities. The Human Service Professional s Responsibility to Employers STATEMENT 32 Human service professionals adhere to commitments made to their employers. STATEMENT 33 Human service professionals participate in efforts to establish and maintain employment conditions, which are conducive to high quality client services. They assist in evaluating the effectiveness of the agency through reliable and valid assessment measures. STATEMENT 34 When a conflict arises between fulfilling the responsibility to the employer and the responsibility to the client, human service professionals advise both of the conflict and work conjointly with all involved to manage the conflict. The Human Service Professional s Responsibility to Self STATEMENT 35 Human service professionals strive to personify those characteristics typically associated with the profession (e.g., accountability, respect for others, genuineness, empathy, pragmatism). STATEMENT 36 Human service professionals foster self-awareness and personal growth in themselves. They recognize that when professionals are aware of their own values, attitudes, cultural background and personal needs, the process of helping others is less likely to be negatively impacted by those factors. STATEMENT 37 Human service professionals recognize a commitment to lifelong learning and continually upgrade knowledge and skills to serve the populations better. Section II Standards for Human Service Educators Human service educators are familiar with, informed by and accountable to the standards of professional conduct put forth by their institutions of higher learning; their professional disciplines, for example, American Association of University Professors (AAUP), American Counseling Association (ACA), Academy of Criminal Justice (ACJS), American Psychological Association (APA), American Sociological Association (ASA), National Association of Social Workers (NASW), National Board of Certified Counselors (NBCC), National Education Association (NEA); and the National Organization for Human Service Education (NOHSE). 63

69 STATEMENT 38 Human service educators uphold the principle of liberal education and embrace the essence of academic freedom, abstaining from inflicting their own personal views/morals on students, and allowing students the freedom to express their views without penalty, censure or ridicule, and to engage in critical thinking. STATEMENT 39 Human service educators provide students with readily available and explicit program policies and criteria regarding program goals and objectives, recruitment, admission, course requirements, evaluations, retention and dismissal in accordance with due process procedures. STATEMENT 40 Human service educators demonstrate high standards of scholarship in content areas and of pedagogy by staying current with developments in the field of Human Services and in teaching effectiveness, for example learning styles and teaching styles. STATEMENT 41 Human service educators monitor students field experiences to ensure the quality of the placement site, supervisory experience, and learning experience towards the goals of professional identity and skill development. STATEMENT 42 Human service educators participate actively in the selection of required readings and use them with care, based strictly on the merits of the material s content, and present relevant information accurately, objectively and fully. STATEMENT 43 Human service educators, at the onset of courses: inform students if sensitive/controversial issues or experiential/affective content or process are part of the course design; ensure that students are offered opportunities to discuss in structured ways their reactions to sensitive or controversial class content; ensure that the presentation of such material is justified on pedagogical grounds directly related to the course; and, differentiate between information based on scientific data, anecdotal data, and personal opinion. STATEMENT 44 Human service educators develop and demonstrate culturally sensitive knowledge, awareness and teaching methodology. STATEMENT 45 Human service educators demonstrate full commitment to their appointed responsibilities, and are enthusiastic about and encouraging of students learning. STATEMENT 46 Human service educators model the personal attributes, values and skills of the human service professional, including but not limited to, the willingness to seek and respond to feedback from students. STATEMENT 47 Human service educators establish and uphold appropriate guidelines concerning self-disclosure or student-disclosure of sensitive/personal information. STATEMENT 48 Human service educators establish an appropriate and timely process for providing clear and objective feedback to students about their performance on relevant and established course/program academic and personal competence requirements and their suitability for the field. 64

70 STATEMENT 49 Human service educators are aware that in their relationships with students, power and status are unequal; therefore, human service educators are responsible to clearly define and maintain ethical and professional relationships with students, and avoid conduct that is demeaning, embarrassing or exploitative of students and to treat students fairly, equally and without discrimination. STATEMENT 50 Human service educators recognize and acknowledge the contributions of students to their work, for example in case material, workshops, research, and publications. STATEMENT 51 Human service educators demonstrate professional standards of conduct in managing personal or professional differences with colleagues, for example, not disclosing such differences and/or affirming a student s negative opinion of a faculty/program. STATEMENT 52 Human service educators ensure that students are familiar with, informed by, and accountable to the ethical standards and policies put forth by their program/department, the course syllabus/instructor, their adviser(s) and the Ethical Standards of Human Service Professionals. STATEMENT 53 Human service educators are aware of all relevant curriculum standards, including those of the Council for Standards in Human Services Education (CSHSE); the Community Support Skills Standards; and state/local standards, and take them into consideration in designing the curriculum. STATEMENT 54 Human service educators create a learning context in which students can achieve the knowledge, skills, values and attitudes of the academic program. 65

71 Spirit of Community Anne Arundel Community College is built on our commitment to excellence, engagement in the learning process and mutual respect and courtesy. As a member of the Anne Arundel Community College community, I have the obligation to accept responsibility for my conduct. I will: respect the rights and property of all members of the campus community uphold personal and academic integrity practice honesty in communication listen to others viewpoints recognize the strength of diversity oppose bigotry work with others to uphold these standards 66

72 ANNE ARUNDEL COMMUNITY COLLEGE PROGRAM OUTCOMES TEMPLATE A successful student in the program PROGRAM: DEPARTMENT: HUMAN SERVICES DEGREE HUMAN SERVICES College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results *(The phrases used in WIDS, equivalent to our assessment vocabulary, are shown in the parentheses.) Proposed Use of Results Critical Thinking and Problem Solving Social and Civic Responsibility Global Perspective Communication CSHSE #11 Have knowledge of the historical development of human service Competency Area 8 Advocacy Student will identify client problems needing advocacy Student will develop a historical timeline of human services Student will have knowledge of community resources available to assist clients Student will be knowledgeable of legislation mandating services Student will assist clients in removing obstacles to obtaining services Student will Interact with community members and organizations regarding client needs Grade of C or better in courses: HUS 112, 210, 113, 114, & PSY 111 Pass fieldwork with a PASS indicated by agency supervisor, completion of 100 hours of fieldwork: HUS 115 Benchmark: 80% Excellent or Good on Final Fieldwork Evaluations 30% Excellent/Good 54% were not observed Change fieldwork evaluation form to include knowledge rather than just observation of skill 67

73 ANNE ARUNDEL COMMUNITY COLLEGE PROGRAM OUTCOMES TEMPLATE A successful student in the program PROGRAM: DEPARTMENT: HUMAN SERVICES DEGREE HUMAN SERVICES College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results *(The phrases used in WIDS, equivalent to our assessment vocabulary, are shown in the parentheses.) Social and Civic Responsibility Critical Thinking and Problem Solving Communication CSHSE #12 Have knowledge of human services individual, group, family, organization, community, society and their interaction Competency Area 4 Community and service networking The student will be able to match client needs to available resources and services Grade of C or better in courses: HUS 112, 130, 210 PSY 111 Pass fieldwork with a PASS indicated by agency supervisor, completion of 100 hours of fieldwork: HUS

74 College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results The student will be knowledgeable about a variety of social welfare resources Student will be able to facilitate client access to services Student will demonstrate networking with other community agencies 69

75 ANNE ARUNDEL COMMUNITY COLLEGE PROGRAM OUTCOMES TEMPLATE A successful student in the program PROGRAM: DEPARTMENT: HUMAN SERVICES DEGREE HUMAN SERVICES College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results *(The phrases used in WIDS, equivalent to our assessment vocabulary, are shown in the parentheses.) Communication Holistic Nature of Human Knowledge Critical Thinking and Problem Solving Social and Civic Responsibility Self Management and Wellness CSHSE #13 Address the conditions which promote or limit human functioning and identify classes of deviation from desired functioning in the major human system Competency Area 6 Community Living Skills and Support The student will be capable of assisting in the teaching of daily living skills Grade of C or better in courses: HUS 112, 141, 212, BIO 101, 230, PSY 111 Pass fieldwork with a PASS indicated by agency supervisor, completion of 100 hours of fieldwork: HUS 115, 211,

76 College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results Student will be able to facilitate the acquisition of independent living skills during role-play exercises Student will assist the client in the development of interpersonal relationships 71

77 ANNE ARUNDEL COMMUNITY COLLEGE PROGRAM OUTCOMES TEMPLATE A successful student in the program PROGRAM: DEPARTMENT: HUMAN SERVICES DEGREE HUMAN SERVICES College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results *(The phrases used in WIDS, equivalent to our assessment vocabulary, are shown in the parentheses.) Critical Thinking and Problem Solving Social and Civic Responsibility Communication CSHSE #14 The student will have training in the systemic analysis of a service problem, selection of appropriate strategies or interventions, and in the evaluation of outcomes Competency Area 9 Vocational, Educational and Career Support Grade of C or better in courses: HUS114, 210 Pass fieldwork with a PASS indicated by agency supervisor, completion of 100 hours of fieldwork: HUS 115, 211, 213 The student will be capable of exploring the clients vocational interests and aptitudes 72

78 College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results Student will support ongoing employment and educational efforts of the client in fieldwork placements 73

79 ANNE ARUNDEL COMMUNITY COLLEGE PROGRAM OUTCOMES TEMPLATE A successful student in the program PROGRAM: DEPARTMENT: HUMAN SERVICES DEGREE HUMAN SERVICES College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results *(The phrases used in WIDS, equivalent to our assessment vocabulary, are shown in the parentheses.) Information Literacy and Research CSHSE #15 The student will obtain skill training in information management Competency Area 3 and 12 Assessment and Documentation The student will be competent in gathering client information objectively, accurately, and confidentially Grade of C or better in courses: HUS114, 210, 212 Pass fieldwork with a PASS indicated by agency supervisor, completion of 100 hours of fieldwork: HUS 115, 211, 213 Benchmark: 80% Excellent or Good in Final Fieldwork Evaluations Objectively: 100% Excellent or Good Confidentially: 100% Excellent or Good Accurately: 46% Excellent or Good 46% not observed Add in-class activities that facilitate accurate interviewing skills 74

80 College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results Communicatio n Student will explain the assessment process and involve the client Student will know when and how to refer to specific assessments Benchmark: 80% Excellent or Good on Final Fieldwork Evaluations 46% Excellent or Good 46% not observed Change fieldwork evaluation form to include knowledge rather than just observation of skill Student will maintain accurate records per organization protocol 69% Excellent or Good Add in-class activities on clinical documentation 23% not observed 75

81 ANNE ARUNDEL COMMUNITY COLLEGE PROGRAM OUTCOMES TEMPLATE A successful student in the program PROGRAM: DEPARTMENT: HUMAN SERVICES DEGREE HUMAN SERVICES College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results *(The phrases used in WIDS, equivalent to our assessment vocabulary, are shown in the parentheses.) Global Perspective Social & Civic Responsibility CSHSE #16 The student will obtain training in human service intervention skills Competency Area 5 and 10 Facilitation of service and Crisis intervention Grade of C or better in courses: HUS114, 210, 212 Pass fieldwork with a PASS indicated by agency supervisor, completion of 100 hours of fieldwork: Critical Thinking and Problem Solving The student will demonstrate the role of confidentiality during case presentations HUS 115, 211, 213 Student will demonstrate crisis intervention techniques during roleplay exercises 76

82 College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results Student will be capable of lobbying for the interests and needs of the clients Student will design and implement specific and measurable goals for the client and assess progress Benchmark: 80% Excellent or Good on Final Fieldwork Evaluations Student will be capable of managing a crisis situation with appropriate interventions and supports 54% Excellent or Good 31% not observed Change fieldwork evaluation form to include knowledge rather than just observation of skill 77

83 ANNE ARUNDEL COMMUNITY COLLEGE PROGRAM OUTCOMES TEMPLATE PROGRAM: HUMAN SERVICES DEGREE A successful student in the program College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* DEPARTMENT: Criteria for Program Outcomes Assessment HUMAN SERVICES Assessment Results Proposed Use of Results *(The phrases used in WIDS, equivalent to our assessment vocabulary, are shown in the parentheses.) Communication CSHSE #17 The student will be provided learning experiences to develop interpersonal skills with team members Competency Area 2 Communication The student will have the skills to develop a collaborative relationship with the client The student swill demonstrate reflective communication and active listening skills with peers during group activities Grade of C or better in courses: HUS 112, 114, 130, 210, 212 Pass fieldwork with a PASS indicated by agency supervisor, completion of 100 hours of fieldwork: HUS 115, 211, 213 Benchmark: 80% excellent of Good on Final Fieldwork Evaluations 100% Excellent or Good 78

84 College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Student will use culturally sensitive listening skills Criteria for Program Outcomes Assessment Assessment Results 100% Excellent or Good Proposed Use of Results Student will use conflict resolution skills 79

85 ANNE ARUNDEL COMMUNITY COLLEGE PROGRAM OUTCOMES TEMPLATE A successful student in the program PROGRAM: DEPARTMENT: HUMAN SERVICES DEGREE HUMAN SERVICES College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results *(The phrases used in WIDS, equivalent to our assessment vocabulary, are shown in the parentheses.) Global Perspectives Self Management and Wellness CSHSE #18 The student will be knowledgeable in the administrative aspects of service delivery Competency Area # 11 Organizational participation The student will participate in program evaluations, be aware of policies and mission statements Grade of C or better in courses: HUS 112, 114, 130, 210, 212 Pass fieldwork with a PASS indicated by agency supervisor, completion of 100 hours of fieldwork: HUS 115, 210,

86 College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results The student will function as an active team member and is efficient in the use of time and resources Benchmark: 80% Excellent or Good on Final Fieldwork Evaluations 100% Excellent or Good 81

87 ANNE ARUNDEL COMMUNITY COLLEGE PROGRAM OUTCOMES TEMPLATE A successful student in the program PROGRAM: DEPARTMENT: HUMAN SERVICES DEGREE HUMAN SERVICES College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results *(The phrases used in WIDS, equivalent to our assessment vocabulary, are shown in the parentheses.) Holistic Nature of Human Knowledge Communicatio n CSHSE #19 The student will have an understanding of human service values and attitudes to promote ethical application and practice Competency Area #1 Participant Empowerment Grade of C or better in courses: HUS 114, 130, 141, 211, 212 Pass fieldwork with a PASS indicated by agency supervisor, completion of 100 hours of fieldwork: The student will be capable of helping the client identify, make and follow through with important decisions HUS 115, 210,

88 College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results The student will be able to encourage clients to advocate for them selves The student will be able to educate the client in locating and utilizing resources 83

89 ANNE ARUNDEL COMMUNITY COLLEGE PROGRAM OUTCOMES TEMPLATE A successful student in the program PROGRAM: DEPARTMENT: HUMAN SERVICES DEGREE HUMAN SERVICES College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results *(The phrases used in WIDS, equivalent to our assessment vocabulary, are shown in the parentheses.) Social and Civic Responsibility CSHSE # 20 The student will develop an awareness of their own values, personalities, reaction patterns, interpersonal styles and limitations Competency Area 7 Education Training and Self- Development Grade of C or better in courses: HUS 112, 114, 211,212 Pass fieldwork with a PASS indicated by agency supervisor, completion of 100 hours of fieldwork: HUS 115, 210, 213 Student will participate in a values exercise and role-play exercises in class 84

90 College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results Social and Civic Responsibility CSHSE # 21 The program shall provide each student field experience that is integrated with the rest of the training and education. Competency #4 Community and service networking Grade of C or better in courses: HUS 131 Pass fieldwork with a PASS indicated by agency supervisor, completion of 100 hours of fieldwork: Student will complete 300 hours of fieldwork with the Human Services Department approved fieldwork agencies HUS 115, 210,

91 College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results CSHSE # 22 The program shall award academic credit for field experiences Grade of C or better in courses: HUS 131 Competency #4 Community and service networking Student will be given a passing grade by the agency supervisor Pass fieldwork with a PASS indicated by agency supervisor, completion of 100 hours of fieldwork: HUS 115, 210,

92 College Competencies (WIDS College Core Abilities)* Student Learning Program Outcomes (WIDS Competencies)* Criteria for Program Outcomes Assessment Assessment Results Proposed Use of Results CSHSE #23 Field placement sites provide quality training experiences and supervision Grade of C or better in courses: HUS 131 Competency #4 Community and service networking Student will complete agency orientation and meet with supervisors for one half-hour weekly Pass fieldwork with a PASS indicated by agency supervisor, completion of 100 hours of fieldwork: HUS 115, 210,213 Benchmark: 80% Excellent or Good on Final Fieldwork Evaluations 100% Excellent or Good 87