HS101 Introduction to Social Services

Credits 3Fall

Registration Requirement: RD090 or IECC201R, and WR090 or IECC201W, and MTH020, all with a grade of "C" or better; or placement above stated courses levels.

An introductory course that examines past and current issues of social service, theories and techniques of service delivery. The examination of personal values, attitudes, skills and knowledge as these apply to human services, personal and professional boundaries and professional roles are addressed.

View Course Outcomes:

1. Define and apply critical thinking
2. Demonstrate problem identification and problem solving skills
3. Describe systems thinking and theory
4. Describe the basic vocabulary of mental health/social service profession
5. Describe the field of human services, its historical development and its overall objectives
6. Discuss ethical issues as they apply to the helping profession
7. Identify and describe social services serving Children and Youth in the State of Oregon
8. Identify and practice personal and professional boundaries
9. Identify values, describe how we develop get them, and how we change and/or use them both personally andprofessionally
10. Introduce confidentiality and HIPAA requirements in Social Services and Helathcare settings
11. Introduce the Role of the Social Services worker as a mandatory reporter
12. Restate the helping process and its application to social services

HS107 Careers in Behavioral Healthcare and Social Service

Credits 3Fall

Registration Requirement: RD090 or IECC201R, and WR090 or IECC201W, and MTH020, all with a grade of "C" or better; or placement above stated courses levels.

An introduction to human service and behavioral healthcare agencies and their resources with emphasis in the areas of mental illness, youth, gerontology, chemical dependency, developmentally disabled, rehabilitation and corrections. This course examines careers, career paths and credentials needed for the helping professions.

View Course Outcomes:

1. Demonstrate familiarity with traditional and nontraditional\\nwork areas in behavioral health care.
2. Demonstrate awareness of breadth of the field and reality of work expectations in the helping field.
3. Evaluate helping field for future practicum placements and occupational choices.
4. Recognize differences in services and multidisciplinary\\nintervention methods for children and youth and adults.
5. Identify how agency structures vary and identify the various settings in mental health and social services.
6. Define various client populations and needs.
7. Assess issues in service delivery for children and youth and define current treatment and services for specific conditions impacting this population to include developmentally disabled, autism spectrum and learning disabled populations
8. Identify prelearned bias and value issues toward specific populations commonly served in mental health and social services.
9. Demonstrate awareness of ADA and how agencies in social services are impacted by this act.

HS113 Interviewing Skills III

Credits 3Spring

Registration Requirement: HS135 and HS150 with a "C" or better.

Students learn and practice interviewing strategies and techniques appropriate to multiculturally diverse agencies and clients. Advanced skills in interviewing and counseling are integrated. Practice includes the completion of lifestyle assessment and clinical style writing during lab experience. This course is the third in a three part series.

View Course Outcomes:

1. Define and demonstrate advanced interviewing skills to include empathetic listening and responding to emotion.
2. Define and understand implications of racism and discrimination as a service provider
3. Demonstrate effective use of Basic Attending, Basic Influencing skills and clinical writing skills as taught in HS111, HS112 and HS135
4. Demonstrate professional ethics, boundaries, confidentiality and self awareness taught in HS150
5. Demonstrate the ability to modify interviewing style during lab sessions
6. Demonstrate the ability to respect and adhere to scope of practice restrictions
7. Demonstrate the ability to write progress notes on a client in the lab setting
8. Demonstrate use of interviewing techniques designed to gain lifestyle assessment information regarding traditions and values in individuals
9. Describe client differences regarding values, beliefs and traditions to include individual culture and world view in populations served by counselors
10. Describe individual (self), biases, values, beliefs and how they may affect counseling and human service delivery
11. Develop and utilize informed consent form in lab during interview sessions
12. Develop awareness of how individual helping style can impact clients

HS114 Interviewing Skills I

Credits 2Fall

Registration Requirement: RD090 or IECC201R, and WR090 or IECC201W, and MTH020, all with a grade of "C" or better; or placement above stated courses levels.

Introduction and practical experience in the basic skills of client interviewing. Techniques include introduction to strength-based interviewing. Practice with peers and the use of video equipment. Discussion of appropriate use of skills and examination of reciprocal process of interview.

View Course Outcomes:

1. Apply basic knowledge of confidentiality and informed consent
2. Demonstrate accurate and timely summarizations
3. Demonstrate the reflection of feelings and emotions both verbal and non-verbal
4. Demonstrate use of open and closed questions
5. Demonstrate use of paraphrasing and minimal encouragers
6. Demonstrate use of strength-based interviewing techniques
7. Maintain confidentiality and professional boundaries in lab and program settings

HS115 Interviewing Skills II

Credits 2Winter

Registration Requirement: HS114 with a grade of "C" or better.

Students learn and practice influencing skills with peers with the use of recording equipment. Appropriate use of these skills is discussed along with the student's own evaluation of self and others.

View Course Outcomes:

1. Apply skills of non-judgmental confrontation
2. Define and apply the six dimensions of focus
3. Demonstrate use of positive asset search
4. Draw out client's organization of the problem
5. Generate a variety of alternative interpretations of a client's life experience
6. Maintain confidentiality within lab a program settings
7. Utilize informed consent and release of information in lab settings

HS135 Case Management: Intake, Assessment, Process and Practice  (Course offered online)

Credits 3Winter

Registration Requirement: HS101.

This course introduces the case management process including intake/assessment, problem identification, recognizing and supporting client strengths, case recording and computerized case management. Basic team building and case presentation processes will also be covered. Students will explore approaches to case management, reviewing field specific assessments, treatment planning, and referrals. Concepts of mental status examination, Diagnostic and Statistical Manual (DSM) assessment, case presentations, care team concept, and computerized case management techniques will also be introduced.

View Course Outcomes:

1. Describe clients' rights to confidentiality as it relates to all case management processes.
2. Define technical terms used in the case management field as they relates to intake, assessment, process and practice.
3. Demonstrate objective, non-biased writing skills in case notes and recording.
4. Demonstrate the assessment process by gathering information from clients', prior records, test results and evaluation results in final report format.
5. Demonstrate the legal requirements and liability concerns in releasing information about a client that includes releasing information with and without consent of client.
6. Develop and demonstrate interview techniques as they apply to intake/assessment in case management scope of practice.
7. Recognize ethical conflicts related to assessment practices (labeling, confidentiality, limitations of practice).
8. Apply skills to intake, assessment, problem identification, treatment/referral, follow up as demonstrated by case presentation.
9. Identify the components and essential roles in a functioning client centered multidisciplinary team.
10. Demonstrate skills in treatment planning and goal setting with client input based on client preferences, needs and interests in role play format.
11. Identify local community agencies and referral sources in the human service system and community connections.
12. Develop and demonstrate skills necessary in newest computerized case management system.
13. Demonstrate the termination and referral process as it relates to ending work with client in case management process.

HS141 Pharmacology of Psychoactive Substances

Credits 3Spring

Registration Requirement: RD090 or IECC201R, and WR115, and MTH020, all with a grade of "C" or better; or placement above stated courses levels.

This course provides information about drugs of abuse including alcohol, nicotine and caffeine. How drugs affect the brain, the body and how they change emotions and behaviors is explored. The relevance and language of drug use and abuse and how it is central to the human service profession is a major theme.

View Course Outcomes:

1. Define the basic terminology of pharmacology and psychoactive substances
2. Describe effects of all psychoactive substances
3. Discuss the role of Prevention as it relates to Youth and addiction
4. Explain how drugs alter the brain, behavior and emotions
5. Identify and describe the continuum of drug use, such as initiation, intoxication, harmful use, abuse, dependency, withdrawal, craving, relapse and recovery
6. Identify the fundamental concepts of pharmacological properties
7. Identify the role of neurochemistry in the addiction process
8. Introduce harm reduction as it relates to addiction
9. Introduce Motivational Interviewing and the Stages of change as it applies to addiction counseling
10. Introduce the role of the ASAM PPC in the treatment of addiction

HS142 Addiction Counseling: Prevention, Assessment and Treatment

Credits 3Spring

Registration Requirement: HS141.

This course covers best practices in prevention, assessment, counseling and treatment of addictions throughout the life span. Topics include screening, diagnostic criteria, professional assessment methods, placement criteria, evidence-based treatment, documentation, ethical responsibilities and culturally sensitive competencies. Emphasis is also placed on co-occurring disorders, integrated treatment and current models of addiction. Prevention strategies and methods are discussed. This course is designed to cover topics required by state of Oregon statutes.

View Course Outcomes:

1. Apply stages of change model
2. Define basic terminology and concepts in the field of addictions counseling
3. Define best practices and evidence-based practice as it applies to models of addiction counseling
4. Describe a strength-based recovery model as it relates to addictions and mental health
5. Describe advanced concepts of motivational interviewing as they apply to the stages of change
6. Discuss principles of ethical standards for alcohol and drug abuse counselors as presented by the National Association of Alcoholism and Drug Abuse Counselors ( NAADAC)
7. Identify addiction prevention methods and strategies
8. Identify and apply DSM diagnostic criteria for substance abuse disorders
9. Identify research based screening tools and assessment
10. Identify sequential, parallel and integrated treatment for co-occurring disorders
11. Utilize ASAM patient placement criteria, the current evidence-based treatment planning protocols required by state of Oregon statute

HS150 The Effective Helper, A Personal Skills Approach

Credits 3Winter

Registration Requirement: HS101.

This course explores the demands, stress and personal struggles of becoming a helper. The material includes consideration of the ethics of helping, individual motives and values of helpers and consideration of the impact that cultural and lifestyle differences have on helping. The themes of transference, stress management and burnout also are presented. A further element of this course is the application of this information to the student's choice of fieldwork site and assistance in the site selection process.

View Course Outcomes:

1. Demonstrate knowledge of confidentiality laws, mandatory reporting laws, HIPPA regulations and Bloodborne Pathogen prevention strategies
2. Describe Human Service code of ethics
3. Describe the positive and negative aspects of their own value system and its potential impact on their choice of client populations
4. Develop a personal plan for the fieldwork experience, which will include:a. an assessment of the client population that the student wishes to work withb. an assessment of the strengths/weaknesses that the student has and/or needs to work with a given client population
5. Examine and describe the concepts of transference and counter-transference
6. Examine and describe the dynamics of the helping relationship including differences in value systems between client and helper, and how to work effectively in different value system
7. Explore and describe students motivation for involvement in the helping professions
8. List and describe basic ethics and clients’ rights, as they are a part of their own professional identity
9. List common causes of burnout and describe steps in the prevention of same
10. List the several options of employment in the Human Service field
11. Select potential practicum sites, interview at same and arrange date for beginning of fieldwork experience

HS222 Diagnosis and Treatment: Clinical Disorders

Credits 3Winter

Registration Requirement: Completion of first-term HS coursework with a "C" or better.

This course is an introduction to the use of Diagnostic and Statistical Manual (DSM) and common treatment issues related to clinical disorders found in DSM. The course provides students with a working knowledge of DSM 5, multi-axial assessment, diagnostic features and criteria of clinical mental health and substance abuse disorders. An overview of current treatment issues for selected disorders is given.

View Course Outcomes:

1. Define psychiatric terminology utilized in the Diagnostic Statistical Manual
2. Define the Mental Status Exam (MSE) format used in initial intake interview
3. Describe current options in the treatment of clinical disorders
4. Describe the basic neurochenistry associated with psychiatric disorders
5. Describe the diagnostic system utilized by the Diagnostic Statistical Manual 5
6. Explain diagnostic features and diagnostic criteria of major clinical disorders found in the Diagnostic Statistical Manual
7. Identify current treatment options for clinical mental health and substance abuse disorders
8. Identify psychiatric medications as they pertain to clinical disorders
9. Identify side effect symptomatology associated with psychiatric medicine use
10. Utilize and describe the difference between clinical disorders and personality disorders

HS223 Diagnosis and Treatment: Personality Disorders

Credits 2Spring

Registration Requirement: HS135 and HS222, each with a grade of "C" or better.

This course covers diagnostic criteria of personality disorders identified by the Diagnostic and Statistical Manual of Mental Disorders. Course covers symptomology, clinical interventions and current treatment approaches. Course also includes team approach and treatment planning.

View Course Outcomes:

1. Develop and demonstrate research skills to determine current treatment approaches for personality disorders
2. Develop and demonstrate skills in presenting research findings of current treatment approaches
3. Develop skills in following established treatment plans for clients with diagnosed personality disorders
4. Explore normal personality attributes as described in the Big Five Theory of Personality
5. Identify individual personality types and preferences
6. Identify, sort and apply the diagnostic criteria of personality disorders as established by the Diagnostic and Statistical Manual of Mental Disorders (DSM)
7. Introduce Dialectical Behavior Therapy and Cognitive Behavioral Therapy as treatment options for personality disorders
8. Recognize and apply professional limitations on diagnostic labeling

HS225 Group Counseling

Credits 3Fall

Registration Requirement: HS150 with a grade of "C" or better; or instructor consent.

This course includes lecture of leadership, communication skills and interpersonal relationships as it relates to facilitating a skill-building and therapeutic skill group. Basic group theory and group practice issues are presented including the application of group stages, assessments and leadership of skill-building groups and therapeutic skill-building groups in various treatment settings.

View Course Outcomes:

1. Apply facilitation skills to the characteristics of each stage of development in group process
2. Apply personal assertiveness skills within the group context
3. Define advantages and disadvantages of the co-leadership model
4. Define stages of group development (initial, transition, working and ending) and be able to identify and work with them in a group.
5. Demonstrate the ability to facilitate skill-based groups
6. Demonstrate understanding of and apply personal ethics and standard of professional group facilitation skills while leading a skill-based group
7. Describe the various types of groups and their purpose
8. Develop and demonstrate effective group co-leadership skills
9. Explore and demonstrate understanding of theories of group counseling

HS265 Counseling Theories and Interventions I

Credits 3Fall

Registration Requirement: RD090 or IECC201R, and WR090 or IECC201W, and MTH020, all with a grade of "C" or better; or placement above stated course levels.

An overview of the major schools of psychotherapy, their basic concepts, history, use and process with goals, techniques, strengths and limitations. Consideration of issues of selection and application of theories and discussion of the important aspects of the client/counselor relationship.

View Course Outcomes:

1. Analyze personal qualities that support and/or hinder attempts at being therapeutic for others
2. Apply different theories of counseling to specific cases
3. Compare and contrast philosophical bases for various theories of helping
4. Demonstrate knowledge of ethical and professional issues in counseling
5. Explain a personal position on ethical and professional issues in counseling
6. Explain evidence based theories of helping
7. Summarize information regarding the therapeutic process and the practical elements of the counseling interaction
8. Synthesize theories covered in class in order to explain student (own) theory of helping

HS266 Counseling Theories and Interventions II

Credits 3Winter

This course presents current counseling theories related to working with families, trauma informed care, dialectic behavior therapy and crisis intervention models. Students also learn basic family systems assessment.

View Course Outcomes:

1. Apply Knowledge of Behavior Theory and Cognitive Behavioral Therapy
2. Apply knowledge of Dialectical Behavior Therapy
3. Demonstrate family assessment techniques through use of family genogram
4. Demonstrate knowledge of current theories of family counseling to include strength-based and family systems therapy
5. Demonstrate knowledge of evidence based crisis intervention models and techniques
6. Describe systems theory as it relates to the family
7. Describe trauma informed care model as it pertains to crisis intervention and social service delivery
8. Explain how Motivational Interviewing and Assertive Engagement are utilized in crisis intervention

HS291 Practicum Seminar  (Course offered online)

Credits 2Summer/Fall/Winter/Spring

Registration Requirement: Concurrent enrollment in WE280HS_ with a minimum of four or more credit hours is required. Instructor consent is required. HS101, HS107 and HS150, each with a grade of "C" or better.

A forum for integrating classroom learning and agency work experience. Focus on sharing of information, problem-solving, mutual support, self-evaluation and group participation. Class serves as model for interacting with co-workers in an agency setting.

View Course Outcomes:

1. Articulate ethical concepts while relating these to agency practice as observed in practicum site
2. Assess development of helping relationship while gaining awareness of self in the client-worker relationship
3. Assess own strengths and weaknesses in practicum setting showing awareness of knowledge gaps and skill competencies
4. Communicate with clients in ways that are appropriate to needs of clients, using terminology clients can understand
5. Compare agencies and their service functions
6. Demonstrate behaviors appropriate to case staffing and use of consultation to include appropriate confidentiality procedures
7. Demonstrate collaborative professional relationships building behaviors with clients and support team members, follow ethical standards of practice for human service such as confidentiality and informed consent
8. Describe how individual agencies fit in to the total human service delivery system
9. Develop ability to follow through on responsibilities, take professional risks and implement strategies
10. Develop perception skills in agency structure, politics, decision-making processes, implementation process and informal and formal power structures
11. Develop problem-solving skills and active group participation
12. Develop professional skills and coping behaviors needed to work harmoniously with administration, peers and supervisors
13. Develop skills in the sharing of professional and resource information in order to contribute to the knowledge of others
14. Ensure clients’ access to community resources, coordinating support across agencies when necessary
15. Facilitate the review of individual client achievement outcomes
16. Follow agency policies and procedures as required of practicum/intern participant
17. Implement individualized plans for clients that achieve specific outcomes based on clients' preferences, needs and interests
18. Participate in outreach activities to potential clients
19. Promote client/helper partnership, consulting and involving client in support process
20. Provide clients with opportunity for self-advocacy while modeling such skills as a behavior
21. Write learning objectives, practicum contracts and present resumes