Human Services and Rehabilitation Studies

HRS 119 INTRODUCTION TO HUMAN SERVICES AND REHABILITATION STUDIES
This course is an introduction to the theory and practice of Human Services and Rehabilitation Studies. The information presented in this course is intended for students in all majors so that they may become politically, culturally, socially and humanly aware of the issues many individuals with special needs face. This course employs a social justice framework and provides students with information about the history, legislative underpinnings, mission, purpose, and services provided to individuals across the lifespan by human and rehabilitation service organizations. This course examines the major models and theories of helping that can be used to support/help individuals experiencing the myriad of developmental, environmental, economic, political, social, vocational, behavioral, physical, psychological and learning issues. Current issues and trends in human service provision are covered with specific attention to disability and other types of diversity. Ethics and ethical decision making in the human services is covered in this course. A service learning component may be integrated in this course to provide students with the opportunity to observe and volunteer in a human and/or rehabilitation service setting. This course fulfills the social science requirement in the Core Curriculum. (Fall/Spring) Staff/Three Credits

HRS 121 HUMAN DEVELOPMENT AND DISABILITY ACROSS THE LIFESPAN
The purpose of this course is to study disability within the context of human development. Lifespan development will be studied to provide a framework for exploring the implications of specific developmental, learning, communication, sensory and physical disabilities. The psychological processes involved in adjusting to disability will be presented along with various stage theories of adjustment to disability. Specific psychological, social, environmental, and political factors impacting individuals with disabilities will be studied. Students will gain an in-depth appreciation and understanding of what it means to have a disability. Cultural sensitivity and diversity issues related to disability will also be explored. The concepts of consumer involvement, consumer rights, and consumer choice related to individuals with disabilities and service systems will be studied. This course fulfills the social science requirement in the Core Curriculum. (Fall/Spring) Staff/Three Credits

HRS 125 PROFESSIONAL ORIENTATION TO PHYSICAL AND OCCUPATIONAL THERAPY
This course will cover the history, principles, philosophies and ethics of occupational and physical therapy. The Physical and Occupational Therapists relationship to other health care providers will also be covered. This introductory course will provide a foundation for understanding the role of the physical and occupational therapist within a variety of professional treatment sites. Theories, models of practice, and the OT and PT processes will be covered. This course will also provide an overview of professional issues and current trends and will highlight the legal and ethical responsibilities related to health care service. (Spring) Staff/Three Credits

HRS 200 ADDICTION: ETIOLOGY, ASSESSMENT, TREATMENT AND REHABILITATION
This course will provide an overview of addictions and addictive behavior. Topics such as the historical, psychological, social, societal, physiological, family and relationship aspects of addictions will be covered. The pharmacology, treatment, prevention, intervention, and rehabilitation related to substance abuse, alcohol dependence, eating disorders, gambling addictions, steroid use, etc. will also be explored. This course will introduce students to the different theories of addiction (e.g., biological, psycho-dynamic, social-learning, and socio-cultural) and the implications for successful intervention. Ethical issues related to addictions and addiction counseling will also be discussed. (Fall/Spring) Staff/Three Credits

HRS 210 MEDICAL ASPECTS OF DISABILITY
The goal of this course is to assist students in developing sensitivity, appreciation and understanding of disability and health impairments. The course provides information about the medical aspects and characteristics of disabling conditions along with treatments and interventions aimed at ameliorating the resulting functional limitations. Students will study chronic diseases and disabling conditions that are commonly encountered in rehabilitation service settings. In addition to emphasizing the medical aspects and characteristics, treatment and intervention strategies will be covered. Basic medical terminology will be studied. This course will focus on disease, chronic illness and physical impairments. (Fall/Spring) Staff/Three Credits

HRS 219 REHABILITATION STRATEGIES AND INTERVENTIONS
This course explores the full range of rehabilitation strategies and interventions that occur across the lifespan of individuals with disabilities. Educational and rehabilitation strategies aimed at maximizing independence for people with disabilities will be covered. Early intervention, inclusion and transition services will be examined as critical educational strategies aimed at minimizing the impact of disability and enhancing independence. The course will provide critical knowledge and skills related to employment and independent living options for people with disabilities including related legislation. Supportive strategies for assisting and maintaining individuals with disabilities in educational and employment settings will be addressed. Rehabilitation and assistive technology options will also be covered. (Fall/Spring) Staff/Three Credits

HRS 225 INTRODUCTION TO HUMAN COMMUNICATION AND ITS DISORDERS
This course is an introduction to human communication across the life span with emphasis on the linguistic rule systems of pragmatics, semantics, syntax, morphology and phonology. An overview of normal and disordered speech, language, cognitive-linguistic, and hearing skills is provided. This overview includes etiologies, characteristics, assessment, and treatment using case studies, video, DVD and audio-taped examples as well as hands-on materials. (Fall/Spring) Staff/Three Credits

HRS 228 INTRODUCTION TO SIGN LANGUAGE
This course focuses on the use and study of American Sign Language (ASL), the language that is widely used by Americans with Deafness. This course will include basic ASL vocabulary, grammatical structures, and conversational basics. Students will also be introduced to the values, beliefs and behavioral norms shared by members of the deaf culture. (Fall) Staff/Three Credits

HRS 235 NORMAL SPEECH AND LANGUAGE DEVELOPMENT
This course provides an in-depth coverage of normal speech and language development including theories of acquisition, development of the linguistic areas of content, form and function, cognitive-linguistic development, the development of literacy skills, and basic analysis techniques for measuring the speech and language development of a child. Learning is achieved through lecture, reading and video/audio taped examples. (Fall) Staff/Three Credits

HRS 241 PREVENTION AND INTERVENTION MODELS AND APPROACHES WITH YOUTH
This course will provide students an overview of professional settings that employ counselors and youth workers to work with children and adolescents. Settings such as public, private, and alternative schools, early intervention programs, afterschool programs, and youth facilities will be covered. The role of professionals working in these settings will also be explored. The course will provide an overview of a variety of issues associated with early childhood and adolescence. Basic guidelines for working with children will be covered in addition to an overview of specific prevention and intervention models for counseling children and adolescents. The course will focus on the practical application of developmental theory within the context of a social justice and multicultural counseling framework. The course will also address effective intervention techniques to work with all youth within our socio-political contexts of schools and communities. Effective and collaborative family intervention models will also be covered. (Fall)

HRS 305 CLIENT INFORMATION AND ASSESSMENT
This course is intended to provide the student anticipating a professional role in the human and rehabilitation services with an opportunity to develop awareness, understanding and skills related to the use of assessments and evaluation tools. Clients utilizing human and rehabilitation services are in need of professionals with skills in utilizing assessment results in order plan and provide appropriate interventions. This course will utilize a lifespan approach to provide an overview of common assessment and evaluation tools used in a variety of human service and applied settings such as schools, early intervention programs and rehabilitation agencies. (Fall) Staff/Three Credits

HRS 320 PSYCHIATRIC REHABILITATION
As an introduction to psychiatric rehabilitation, this course emphasizes understanding of lifespan development with appreciation for the complex interaction of biological, social and psychological variables that influence human behavior. From this bio-psycho-social framework, the course will review major psychiatric and developmental disorders with attention to diagnostic and intervention strategies. This course will also address the co-occurrence of psychiatric disorders and substance use disorders in individuals. The challenging nature of treatment and rehabilitation for individuals with co-occurring disorders will be identified and covered. Educational and vocational factors will also be covered. Students will gain an understanding and appreciation of the personal experience of psychiatric disability and recovery, including an understanding of the core principles and motives of psychiatric rehabilitation. Prerequisites: HRS 119; HRS 121 (Fall/Spring) Staff/Three Credits

HRS 321 SOCIAL SKILLS DEVELOPMENT STRATEGIES FOR YOUTH
Social Skills Training is a psycho-educational approach to scaffolding pro-social behaviors of youth and adolescents with behavioral challenges. Social Skill development as an approach supports youth to be successful in social interactions. Specifically, Social Skill development as an approach provides youth with strategies for building resilience and for dealing with teasing and bullying, starting conversations, asking for help, dealing with peer pressure, practicing effective problem solving, etc. The course will provide students with the theoretical, evidentiary and practical background to engage with youth in social skill development and interventions. Students will be introduced to assessment strategies to determine the social skills needs of youth and adolescents. The course will also introduce interventions for specific behavioral challenges of students with disabilities (ADHD, learning disabilities, autism spectrum disorders, for example). Students will also be introduced to other relevant evidence based interventions for working with youth. (Spring)

HRS 325 CLINICALLY BASED PHONETICS OF AMERICAN ENGLISH
This course is the study of sounds of the American English Language. Using the International Phonetic Alphabet (IPA), students will learn to analyze and transcribe the physical properties of American English, including the production of sounds, acoustics and perception of speech. (Spring) Staff/Three Credits

HRS 329 SIGN LANGUAGE II
This is a second level course that focuses on the use and study of American Sign Language (ASL). This course continues to increase ASL vocabulary and grammatical structures. In this course the student will also continue the exploration of the deaf culture including developing culturally appropriate relationships with individuals who are deaf. Prerequisite: HRS 228 (Spring) Staff/Three Credits

HRS 330 INTERVIEWING TECHNIQUES IN HUMAN AND REHABILITATION SERVICES
This course is designed to provide students with a thorough understanding of the interview process. A strong emphasis will be placed on developing skills in applying and utilizing specific interviewing skills and techniques in human and rehabilitation service settings. Students will understand the impact of diversity, culture, and individual lifestyles on the helping process. The course will assist students to apply effective interpersonal skills in interviewing and communicating with persons with disabilities, their families, related professionals, and the general public. Client choice and consumer self-direction will be emphasized in interviewing and counseling situations. Students will be taught to incorporate cultural sensitivity into daily practice and interactions with clients. Ethical principles and decision making will be discussed and practiced. Prerequisites: HRS 119 (Fall) Staff/Three Credits

HRS 331 BASIC CONCEPTS AND PRINCIPLES IN APPLIED BEHAVIORAL ANALYSIS
The field of Behavior Analysis grew out of the scientific study of principles of learning and behavior and is now an evidence-based intervention for working with children and adults with a variety of developmental, cognitive and behavioral disabilities. Applied behavioral analysis is an applied science that develops methods of changing behavior and a profession that provides services to meet diverse behavioral needs. This course covers the basic foundations in behavioral principles by reviewing behavioral theories, concepts and terminology. Behavioral, learning and motivational theories will be studied to provide a strong foundation and framework for the practice of applied behavior analysis. Once students have acquired the essential foundational knowledge of behaviorism, motivation and learning they will use these principles to address the behavioral needs of a variety of individuals being served in diverse community settings. Students will complete exercises and practical application based projects so that they can develop the basic skills of applied behavior analysis in a safe environment prior to practicing these skills with actual children and adults in a supervised setting. The course employs a strengths-based model of intervention while covering specific behavioral interventions aimed at assisting both children and adults to increase and maintain positive and appropriate behaviors. Interventions that are geared toward reducing problematic behaviors and generalizing and promoting positive behaviors that enhance the development, abilities, and choices of children and adults with developmental and behavioral disabilities will be covered. (Spring)

HRS 335 ANATOMY AND PHYSIOLOGY OF SPEECH AND HEARING MECHANISMS
This course is an in-depth study of the muscular, skeletal and nervous systems as they pertain to speech, hearing and swallowing. This course covers the normal anatomy and physiology of the speech and hearing mechanisms with emphasis on respiration, phonation, resonance, articulation, hearing, swallowing and audition. (Fall) Staff/Three Credits

HRS 340 PRINCIPLES OF CASE MANAGEMENT
This course is designed to assist students in developing the necessary case management skills that are essential to the human and rehabilitation services fields. It will provide students with the knowledge and skills needed to facilitate client movement from initiation of services to case service termination. Students will be exposed to case management practices across human service agencies. Efficient case documenting, case recording and time management approaches will be developed along with case planning skills that recognize individual client needs. Community resource utilization, goal development, action planning, advocating, service coordination and utilization of assessment information will also be covered. This is a skill-based course that aims to teach organizational principles, practices and processes to students, thus enabling them to be effective in human and rehabilitation service delivery systems. Prerequisites: HRS 119 (Spring) Staff/Three Credits

HRS/BIO 390 EXERCISE PHYSIOLOGY AND HRS/BIO 390 LAB
This advanced course is designed to provide students with applied knowledge relative to human’s physiologic responses to acute and chronic exercise stress. Students’ basic knowledge of neuromuscular physiology, energy metabolism, cardiovascular and respiratory physiology will be honed to focus on human exercise response with the focus of the course being on applications to exercise training and programming, sport, nutrition, youth, aging and disease. Laboratory exercises will enable practical skills to be gained in measuring and testing for physiological markers of human readiness and response to exercise. Prerequisites: BIO 370 (Fall) Staff/Four Credits

HRS 400 FIELD EXPERIENCE IN HUMAN SERVICES AND REHABILITATION STUDIES
This course is a supervised 100 hour field placement experience in an approved human or rehabilitation service agency. The field placement will provide students with an opportunity to become oriented to the human and rehabilitation services by observing and participating in the provision of services to client groups. As students develop they will have the opportunity to use their skills and knowledge to provide services within a highly supervised setting. This field placement enables students to work with staff representing a variety of human service fields. Students will also participate in a weekly seminar that provides group supervision, instruction and discussion of the field placement experience. (Fall/Spring) Staff/Three Credits

HRS 420 FAMILY ASPECTS OF DISABILITY
This course uses a family systems approach to cover the life cycle of the family. Students will learn to develop and use a genogram to better understand the family system. The course also takes a specific focus on the complex challenges that families face when a family member has a chronic illness, severe disability or substance use disorder. The course will examine family risk factors and interventions employed to prevent and mitigate the effects associated with these factors. The course will focus on developing specialized skills and techniques for working with families in an attempt to foster family cohesion to confront challenges. This course attempts to provide students with a context and a philosophy for facilitating families as they move through time. Furthermore, the course aims to teach professionals to assist family members in becoming a positive resource and support for each other as they confront the many challenges associated with disability, chronic illness, or substance use disorders. The course covers a variety of family assessment and intervention models. The course includes an analysis of relevant and critical issues to consider when working with families during the treatment, intervention, and/or rehabilitation processes. Specific attention is given to the family life cycle and the effect of risk factors, such as disability, chronic illness or substance use disorders on the family. (Spring) Staff/Three Credits

HRS 421 LOSS AND BEREAVEMENT ACROSS THE LIFESPAN
This course will address the topics of loss, grief, bereavement, aging, and the dying process from a humanistic perspective. The course will examine the role of spirituality, culture, gender, and developmental stage in responding to loss. This course will address the role that helping professionals and fellow human beings can play in facilitating and encouraging the natural, healthy, and healing expression of emotions related to loss. In this course, students will learn that grieving evokes strong emotions and strong emotions can be overwhelming if they are not spoken in the presence of someone who can accept and not judge. Therefore, students in this course will be taught how to be present with someone experiencing strong emotions related to loss and death, how to respond to feelings shared by others experiencing grief and loss, and how to encourage others to accept and cope with strong emotions related to loss and grief. Staff/Three Credits

HRS 485 SPECIAL TOPICS
Special topics courses are elective courses designed to address special issues, skills and knowledge needed in the human and rehabilitation services. These courses are designed for junior and senior level students as independent research and inquiry are required. Staff/Three Credits

HRS 490 INTERNSHIP IN HUMAN SERVICES AND REHABILITATION STUDIES
This course is a field-based, professional opportunity for students to apply the theories, strategies, interventions, and knowledge learned through the HRS coursework. Students will be applying their classroom learning in a professional human and/or rehabilitation service setting. The internship is an intensely supervised and supported experience as students are supervised by both a faculty and an agency supervisor. There are three phases to the internship experience: orientation, observation, and performance. Students will perform all aspects of the human and/or rehabilitation specialists job e.g., intake interviewing, assessment, action planning, service planning, case management and case closure. Students will complete a minimum of 400 hours on site during the fall or spring semester. The internship is a competency driven experience and specific skills related to the direct provision of services will be evaluated. Prerequisites: HRS 119; HRS 121; HRS 200; HRS 210; HRS 219; HRS 305; HRS 320; HRS 330; HRS 340 (Fall/Spring) Staff/Twelve Credits