College of Menominee Nation
HUS 200: Introduction to Human Services
Course Syllabus
Credits: 3
Tuesdays/Thursdays 1:30-2:50
ITV-Keshena & Green Bay
Instructor: Barbara Jordan, MS, LPC, CSAC, CCS
Telephone: 1-800-567-2344
1-920-965-0070
Email: Bjordan@menominee.edu
Office hours: 30 minutes before & after class or by appointment
Textbook: An Introduction To Human Services: Policy & Practice
Betty Reid Mandell & Barbara Schram
2008: Pearson/Allyn & Bacon
Required Materials:
Portfolio Binder
CMN Email account
Course Description: Overview of career opportunities in the human services field.
Explores such fields of practice as aging, corrections, alcohol & other drug abuse, child
welfare, mental health and developmentally disabled.
General Educational Objectives:
Analytical: Critical, level 3; Problem-solving, level 3
Communication: Written, level 2; Spoken, level 2; Multi-media, level 2
Culture/History: Native American, level 3; Personal, level 3
Human Experience: Civic, level 2; Professional, level 2; Leadership, level 2
Program Outcomes: Understanding Human Service Policy & Practice; Helping Process;
Values/Attitudes, Knowledge, and Skills; Intervention Strategies; Ethical Dilemmas;
Social Welfare Systems; Organizing & Changing Systems; Survival in the Field.
Prerequisites:
There are no prerequisites for this course. Preferably, most students will have taken some
general education courses prior to this course.
Course Learning Objectives:
1. Understand the basic concepts of Human Services in the United States.
2. Explore the origin and history of Human Services work.
3. Identify historical variables which influenced the development of Human Services
in contemporary America.
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4. Understand the impact of policies and programs on diverse populations and the
principles of social and economic justice.
5. Use a systems model to understand the organization of Human Service delivery
systems and the principles that guide their structure and functioning.
6. Identify and understand strategies of Human Service delivery.
7. Understand and explore approaches to social change, social movements,
organizational policy and reform.
8. Identify social, economic, political, and cultural factors within American society
which influence how Human Service problems are identified and how services
and fields of practice are created to address these problems.
Course Format:
At the beginning of each class meeting, you will be expected to hand in typewritten
answers to questions from the previously assigned chapter reading. This course will
consist of lecture followed by small group discussions and exercises. Most lectures will
include a PowerPoint which outlines the basic concepts and principles to be addressed.
The PowerPoints will serve as a study guide for the final examination. In addition,
portfolio work, and/or guest speakers will demonstrate application of course content and
practice and policy issues. Students are required to download information such as
Powerpoints prior to all ITV classes. So, please check your email prior to each class.
Course Evaluation
Self-Reflection Paper
Portfolio
Midterm Exam
Final Exam
Chapter Questions
Dates
Sept. 29
Nov 17
Oct. 13
Dec. 1
ea. week
Points
100
50
70
70
10 ea. (140 total)
Portfolio:
The portfolio is an ongoing collection of journal, newspaper, or magazine articles and
website research applying the course content to current issues in society and practice. The
portfolio will address ethics, values, and social policy issues raised by the course material
or current human service issues. Each chapter ends with a list of suggested websites.
Students can explore selected websites while summarizing it and rating the data’s
usefulness and accuracy. Community resources could also be studied by visiting the
agencies or their prospective websites and printing out their promotional materials. A
minimum of 10 entries must be included in the portfolio. Each entry must include at least
a paragraph 1) summarizing the website, article, or promotional material; 2) evaluating
the website or promotional material and the services provided; 3) applying to it to your
own personal/professional development.
Self-Reflection Paper:
Topic: Attitudes/values, skills, & knowledge of Human Services workers listed in chapter
4 of the textbook. Providing specific examples, describe 1) why at least 5 items in each
category (Attitudes/values; Skills; Knowledge areas) is important in Human Services
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work, 2) how well you demonstrate at least 5 items in each of the categories, and 3) how
you plan to develop each:
Attitudes/values:
Patience
Empathy
Self-awareness
Capacity to ask for help & offer feedback
Belief in people’s and systems’ capacity to change
Open-mindedness, skepticism, & rejection of stereotypes
Humor & a light touch
Skills:
Data-gathering, interviewing, researching
Information sharing and storing
Relationship building
Negotiating contracts and assessing problems
Constructing action plans
Implementing action plans
Monitoring and evaluating
Knowledge Areas:
Human growth and development
Abnormal growth and development
The impact of society and culture on behavior
The dynamics of groups and organizations
The social and political forces that affect helping
Social problems, special populations, and resources
Research and evaluation
Follow APA writing style and avoid grammatical error. A research/technical paper
writing guideline will be provided. Paper should be 3-5 pages in length.
The following grading scale will be used for all assignments:
95-100%=A
90-94%=AB
85-89%=B
80-84%=BC75-79%=C
70-74%=CD
60-69%=D
Below 60%=F
Written Assignment Guidelines:
 Assignments are to be computer-generated and completed on time.
 Margins should be set at one inch at sides, top, and bottom of page
 Use a font size between 10 and 12.
 Use a font style similar to “Times New Roman”
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


Proofread and have others proofread your work
Assignments should be clearly written, avoiding spelling and grammatical errors,
following writing guidelines provided by instructor.
Double space your paper.
The following form will be attached to your returned work. Please be informed of these
criteria in advance:
Critique of Your Assignments
Possible Number
Number of
Of Points
Points Given
____________________________________________________________________________
Content:
4
(Meets assignment directives
Answers all questions required)
____________________________________________________________________________
Clarity of Communication:
3
(Written or verbal)
____________________________________________________________________________
Quality of Assignment:
(Grammar, Spelling, Conciseness)
3
____________________________________________________________________________
TOTAL POINTS
/10
____________________________________________________________________________
Special ITV Issues:
 Silence cell phones and refrain from taking calls or text messaging.
 If calls must be taken, exit the classroom.
 ITV microphones seem to amplify whispering and background noise. Please be
aware of your noise level. Limit paper shuffling and avoid side conversations.
 All students must seat within the view of monitors.
 Although this learning format may allow some anonymity, all students are still
expected to arrive on time, stay for the duration of class, and participate actively
in discussions. If no one arrives by 30 minutes after class is scheduled to begin,
equipment will be shut off.
 Speak clearly and loudly; your full participation makes the course more
meaningful.
 Check the front table of the ITV room; instructor delivers returned work and
handouts that cannot be emailed via interoffice mail.
 Check email the same day shortly before class. Quiz questions and important
announcements will be emailed.
 Be prepared for class by reading each chapter assigned. Class discussion, lectures,
activities, and guest speakers are based on readings.
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

Ask questions. Clear communication is extremely important. Ask for what you
need.
Students are responsible for keeping copies of all materials submitted to the
instructor as well as graded materials returned. It is the student’s responsibility to
generate a copy of assignments that are “lost”, “missing”, or “in question”.
Course Schedule
Week
Aug. 25/27
Topics
Intro: What are Human
Services?
Readings
Chapter 1
Sept. 1/3
The Changing Nature of
Helping Process
Chapter 2
Sept. 8/10
Strategies of Intervention
Chapter 3
Sept. 15/17
Attitudes, Values, Skills
Chapter 4
Sept. 22/24
Values & Ethical
Dilemmas
The Social Welfare
System
Chapter 5
Poverty
Midterm Review
Chapter 7
Sept 29/Oct. 1
Oct. 6/8
Chapter 6
Midterm
Study/Review
Speakers/Due Dates
No speaker
Real Life 101 Counseling
DVD
Judy Martin, UWGB, 2659758
Social Welfare Reform
DVD
Amy Pfizer? LSS, 4503915 Missy Parsons,
BCHS, 360-5678
Attitudes/Values, Skills,
Knowledge chart
Professional Choices at
Work CMN library DVD
Barb Metoxin? Oneida,
490-3777
Carol Corn 799-5161
ccorn@mitw.org
S-R Paper Due
Money worksheet
Poverty exercise
Bonnie Kuhr, Sal. Army?
437-0984
Oct. 13
Oct. 20/22
Midterm
Working with Diversity
Chapter 8
Oct. 27/29
Interviewing
Chapter 9
Nov. 3/5
Case
Management/Counseling
Chapter 10
Terry Nehring, Oneida BH
490-3737
Nov. 10/12
Facilitating Groups
Program Planning
Chapter 11 & 12
Nov. 17/19
Understanding Legal
Issues
Chapter 14
Jeff Langlois, Maehn.
799-3835
Group Facilitation DVD
Attny Kay Hendrick,
Attny Rob Collins, BC
corp couns. 448-6000
Nov. 24
Nov 26 No Class
Staying Current &
Avoiding Burnout
Chapter 15
Midterm
Cultural Competence
DVD
Roy Redhail 490-3700
rredhail@oneidanation.org
Jody Fossum? 799-3361,
Men Tribal Clinic
Interviewing for Solutions
DVD
Portfolio due
Roger Barr, Menominee
Tribal Clinic, 715-799-
5
(Thanksgiving
Holiday)
Dec. 1
Dec. 3 or 8
5451
Final Exam Review
Final Exam
rogerb@mtclinc.net
Final Exam Review
Final Exam
*This schedule is tentative and subject to change
Class Participation Evaluation:
A=Always participates; always in attendance
B=Participates regularly; hardly ever absent
C=Participates as much as other group members; usually present
D=Occasionally participates; absent often
F=Never participates
Relevancy of Comments in Class:
A=Comments are always related to topic
C=Comments usually pertinent, occasionally wander from topic
F=Comments ramble, distract from topic
Attitude During Class:
A=Professional attitude always shown
C=Usually attentive & shows proper business behavior
F=Distracts from class & lacks initiative
Attendance Policy:
College of Menominee Nation requires instructors to submit student attendance reports to
the Vice President of Academic Affairs. Regular attendance is strongly encouraged for
students to pass course examinations. It is essential that all students receive information
from ALL classes. All students are required to arrive on time and attend ALL classes.
The only exceptions to this policy include an official note from a professional regarding a
serious illness or death in the family or an unavoidable work schedule conflict. Either of
these must be approved directly by instructor, and the material must be made up through
an assignment such as a short paper demonstrating that the student knows the subject
material he/she has missed. Any non-documented and unapproved absence will result in
5 points off the student’s final average per class absence. Students must be on time for
all classes and sign the weekly attendance sheet. If any students are chronically late, a
“lateness policy” will be adopted.
Class Cancellation Due to Inclement Weather:
Closures resulting from severe weather conditions or natural disasters, or mechanical
failures will be announced by the President or her designee. Campus closing will be
announced on WTCH-AM 960 radio and Green Bay TV and radio stations. When in
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doubt, call 715-799-5600 for a recorded message. Notification of class cancellations will
be posted on campus. If no announcement/posting is made, students should remain for
10 minutes after class is scheduled to begin. Campus closures, resulting from severe
weather conditions, natural disasters, or mechanical failures will be announced by the
President or designee (Student Handbook p. 16). Campus closings will be broadcast on
two television networks (Fox11, Channel 2) and three radio stations (WTCH-AM 960,
WTCH, WIXX). When in doubt, call 715-799-5600 for a recorded message.
Classroom Conduct:
Because students are enrolled in a Human Service Course and will learn how to
understand and assess individuals who suffer from alcohol dependency, the students are
expected to:
Demonstrate RESPECT for fellow classmates. This means being courteous and not
verbally abusive or disruptive during the class.
Practice CONFIDENTIALITY with each classmate. Sometimes during discussions,
classmates may share information of a personal nature. What is shared in the classroom is
not to be shared outside of the classroom.
Attend class ALCOHOL FREE. See CMN Policy in Student Handbook.
Demonstrate ACADEMIC HONESTY. Cheating and plagiarizing are considered
academic dishonesty. See CMN Policy in Student Handbook.
Turn cell phones to “vibrate” or “manner mode” and limit children in classrooms to
sleeping infants so as not to interfere with other students’ learning.
Students shall honor the rights and respect the dignity of fellow students. This includes
refraining from distracting side conversations and turning off cell phones, pagers, and
laptops (unless special learning needs exist and have been pre-approved). Students shall
protect classmates’ rights to confidentiality. Students should strive to acquire the
knowledge taught in class to improve their clinical skills. Students are asked to inform
instructor of conditions that may interrupt their ability to learn either in- or outside the
classroom. The instructor, Learning Specialist, and/or fellow students can only provide
assistance if you seek it.
Academic honesty is an absolute for the fulfillment of College of Menominee Nation
mission and guiding principles. Our students are proud of the work they do here and are
committed to doing the best for their communities. Their grades, certificates, and degrees
are their record of that work. These are used by prospective employers to make hiring
decisions, by transfer colleges and universities to make admissions decisions, by funding
organizations to determine eligibility for scholarships and other financial aid, and, most
importantly, by family and other community members to express their pride in our
students accomplishments. Therefore, College of Menominee Nation will not tolerate
any form of academic dishonesty. See the Student Handbook for more information on
“Academic Misconduct.”
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Academic Alerts: The academic alert form is used as a student retention tool at the
College of Menominee Nation. Instructors fill out forms to identify students at risk of not
completing a course or identify problems. This type of early intervention increases the
opportunity for student success. Academic alerts are be submitted at any time during the
semester to the Dean of Student Services. The forms are given to the student’s advisor
for follow-up. Follow-up comments are returned to the instructor.
Incomplete Policy: Requests for a grade of “incomplete” must be initiated by the
student to the instructor. Students may only request if at least 75% of course
requirements have been met.
Assessment of Student Learning: Students entering the College of Menominee Nation
in fall 2004 are required to successfully complete EDU295, Student Portfolio Seminar,
for graduation. All continuing students are strongly encouraged to participate in the
student portfolio process. Samples of the artifacts which demonstrate general education
objectives and emphasis area objectives should be saved in order to give students
selection options for the student general education portfolio. See “Student General
Education Portfolio” handbook.
ADA Statement: Individuals who have any disability, either permanent or temporary,
which might affect their ability to perform in this class are encouraged to inform the
Disability Counselor in the Office of Disability Services Room 101, (715) 799-5600.
Adaptation of curriculum, instruction, or assessments may be made as required to provide
for equitable participation.
All students are encouraged to provide instructor with suggestions or other forms of
constructive feedback regarding the class. Students can do this informally by speaking
with the instructor, either in class or by appointment, and, if the instructor is unavailable,
to then arrange an appointment with the Dean of Academic Affairs. This can also be done
formally by completing the evaluation form distributed at the end of the course. If a
student has a concern, issue, or question, the student must take responsibility to approach
the instructor in a timely matter.
Chapter Questions
Chapter 1
1. What are two internal barriers to receiving help?
2. What are two external ones?
3. Human services workers need to make choices about specific problems or
populations they want to deal with, the type of agency setting they enjoy, and
strategy of intervention they do best. According to the text, what determines these
choices?
4. What are three possible routes for dealing with alcohol & other drug abuse?
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Chapter 2
1.
2.
3.
4.
What principle does Claude Levi-Strauss believe holds society together?
Fill in the blank. Before the 20th Century, the poor were treated as ___________.
What is de-institutionalization?
Fill in the blank. During the 60’s, many people stopped blaming the victim and
redefined poverty as ______________.
5. Which institutions were created by the child-saving movement?
Chapter 3
1. What are two of the intervention strategies that directly assist the person (drectservice strategies)?
2. What are two of the intervention strategies that maintain or change the systems
within which the person interacts (systems-change strategies)?
3. List two of the worker activities used for each intervention.
Chapter 4
1.
2.
3.
4.
5.
List four qualities that distinguish professional relationship from a social one.
What are three components of the content of professional helping relationships?
List two attitudes and values of human service workers who thrive in the field.
List two basic skills of effective human services workers.
List two basic knowledge areas of successful human services workers.
Chapter 5
1.
2.
3.
4.
5.
How must human service workers apply social work values during war?
Define the value of self-determination.
What are three things that influence our values?
List two current ethical dilemmas.
What are two misconceptions about aging?
Chapter 6
1.
2.
3.
4.
List here of the government income maintenance programs & briefly define each.
Where does funding for social services come from?
Why is the rise in single parent families a problem?
What is the main reason for homelessness?
Chapter 7
1. How does a “blaming the victim” attitude toward the poor influence the homeless
shelters?
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2.
3.
4.
5.
How does it influence the foster care and adoption programs?
What is meant by the claim, “Single mothers face poverty of time”?
How does poverty affect children?
Why does the official unemployment rate not reflect the true rate of
unemployment?
6. What effect has the restructuring of the economy had on working people?
Chapter 8
1.
2.
3.
4.
What are three guidelines for ethnic-sensitive human service work?
Briefly define bi-cultural.
How is acculturation stressful?
What is the new definition of disability?
Chapter 9
1. What are three core values of the interviewer?
2. What are the stages of interviewing?
3. During which phase must the interviewer think about questions and helpful
responses that help people talk?
4. What are the critical values of interviewing?
5. Why must we record interviews?
Chapter 10
1. What are three goals of the case manager or counselor?
2. According to the textbook, what can we do to improve healthcare delivery?
3. What are seven steps we should take in each case?
Chapter 11
1. What is the trait theory of leadership?
2. What is the functional/task-centered view of leadership?
3. List three actions that a human service worker performs to help members
understand improve their interaction.
4. Before asking for feedback in a group, it is important that members discuss and
accept five principles. List two of them.
Chapter 12
1.
2.
3.
4.
List three tools used in program planning.
What are the phases of program planning? Give a brief description of each.
List two forms of program evaluation.
To plan successfully, we must separate events into parts, identify tasks in each.
List two other steps we must take.
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Chapter 14
1.
2.
3.
4.
What are four areas of law that all human service workers need to understand.
List two strategies for helping clients secure their rights.
What are three current legal issues that human services workers should know?
Why is it important that human services workers understand legal issues?
Chapter 15
1.
2.
3.
4.
What are the symptoms of burnout?
What psychological and social stressors do human services workers encounter?
List three hazards of work in the human services.
List four positive adjustments to those hazards.
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