FlexNet Program Course Number: SOC 150 Course Title: Introduction to Human Services Contact Information: Geri Winge a. Email:[email protected] b. Phone: 515-570-1867 1. Total Semester Hour(s) Credit: 3 2. Total Contact Hours per Semester: a. Lecture: X Lab:     Clinical:     Internship/Practicum:     3. Catalog Description: A survey of the historical development and philosophy of social services in today’s society. Emphasis is placed on program and agencies available in Iowa and their services, resources, and methods of delivery. 4. Pre-requisites and/or Co-requisites: None 5. Textbook Required: An Introduction to Human Services: Values, Methods, and Populations Served, 2nd Edition, Poindexter and Valentine, Thomson Higher Education, 2007 6. Institutional Outcomes: 1. Critical Thinking: The ability to dissect a multitude of incoming information, sorting the pertinent from the irrelevant, in order to analyze, evaluate, synthesize, or apply the information to a defendable conclusion. 2. Effective Communication: Information, thoughts, feelings, attitudes, or beliefs transferred either verbally or nonverbally through a medium in which the intended meaning is clearly and correctly understood by the recipient with the expectation of feedback. 3. Personal Responsibility: Initiative to consistently meet or exceed stated expectations over time. 7. Course Outcomes: After successfully completing the course, the student will be able to: a) Identify and define social work and social welfare. b) Define and give an example of the various values that underlay the American Social Welfare System, the conflicts that may exist among these values and how they may affect the system. c) Name several social service agencies in the community, what clients they serve and what services they provide. d) Describe the various duties and roles of human service workers and helping professionals in the specific area of the student’s job interest. e) Complete a self evaluation of one’s own values, interests, lifestyles, and abilities and discuss how these may affect the student’s role as a human service worker. f) Describe the political context in which the human services operate in contemporary America and identify the forces, which influence social welfare policies. g) Describe and give examples of the three approaches to social work practice which are casework, group work and community practice. h) Discuss the current issues and developments in social welfare practices and policy taking place today i) Cite examples of how a client may feel and the behaviors they may display when involved with a specific human service agency. j) Describe and demonstrate the skills necessary to be an effective human service worker. k) Differentiate between the major categories of abnormal behavior using the DSM-IV guidelines. l) Apply the principles of psychology as they operate in social situations. 8. Student Outcomes Objectives Topic 1: What Does it ...

1. FlexNet Program
Course Number: SOC 150
Course Title: Introduction to Human Services
Contact Information: Geri Winge
a. Email:[email protected]
b. Phone: 515-570-1867
1. Total Semester Hour(s) Credit: 3
2. Total Contact Hours per Semester:
a. Lecture: X Lab: Clinical:
Internship/Practicum:
3. Catalog Description: A survey of the historical development
and philosophy of social services in today’s society. Emphasis
is placed on program and agencies available in Iowa and their
services, resources, and methods of delivery.
4. Pre-requisites and/or Co-requisites: None
5. Textbook Required: An Introduction to Human Services:
Values, Methods, and Populations Served, 2nd Edition,
Poindexter and Valentine, Thomson Higher Education, 2007
6. Institutional Outcomes:
1. Critical Thinking: The ability to dissect a multitude of
incoming information, sorting the pertinent from the irrelevant,
in order to analyze, evaluate, synthesize, or apply the
information to a defendable conclusion.
2. Effective Communication: Information, thoughts, feelings,
attitudes, or beliefs transferred either verbally or nonverbally
through a medium in which the intended meaning is clearly and
correctly understood by the recipient with the expectation of
feedback.
3. Personal Responsibility: Initiative to consistently meet or
exceed stated expectations over time.
7. Course Outcomes:

2. After successfully completing the course, the student will be
able to:
a) Identify and define social work and social welfare.
b) Define and give an example of the various values that
underlay the American Social Welfare System, the conflicts that
may exist among these values and how they may affect the
system.
c) Name several social service agencies in the community, what
clients they serve and what services they provide.
d) Describe the various duties and roles of human service
workers and helping professionals in the specific area of the
student’s job interest.
e) Complete a self evaluation of one’s own values, interests,
lifestyles, and abilities and discuss how these may affect the
student’s role as a human service worker.
f) Describe the political context in which the human services
operate in contemporary America and identify the forces, which
influence social welfare policies.
g) Describe and give examples of the three approaches to social
work practice which are casework, group work and community
practice.
h) Discuss the current issues and developments in social welfare
practices and policy taking place today
i) Cite examples of how a client may feel and the behaviors they
may display when involved with a specific human service
agency.

3. j) Describe and demonstrate the skills necessary to be an
effective human service worker.
k) Differentiate between the major categories of abnormal
behavior using the DSM-IV guidelines.
l) Apply the principles of psychology as they operate in social
situations.
8. Student Outcomes
Objectives Topic 1: What Does it Mean to Be a Helper?
Students will be able to identify what help is and why it might
be needed. They will also be able to identify different kinds of
help and helping professions.
Objectives Chapter 2: The History of Social Work; Attitudes
and Values of Helping
Students will be able to reflect upon the early history and
evolution of social work and the human services profession.
Students will also be able to explain effective helper practices
including suspending judgment, supporting choice, using
respectful language and being honest, genuine, and trustworthy.
Objectives Topic 3: Awareness of Others: Addressing
Oppression and Culture
Students will become aware of the need for cultural competence
in helping. Students will define and understand the terms
culture and oppression.
Objectives Topic 4: The Helping Relationship
Students will explore the importance of developing a genuine
helping relationship and the principles of helping.

4. Objectives Topic 5: Active Listening Skills
Students will be able to demonstrate active listening techniques.
Students will understand the importance of being an emphatic
listener.
Objectives Topic 6: The Helping Interview and Problem-
Solving Process; Crisis Intervention
Students will learn how to plan and conduct a respectful,
professional, effective interview with those seeking help, and
how to apply problem-solving techniques. Students will be able
to recognize and respond to crisis situations. Students will
create their own “Resource Listing” of their own community
help contacts.
Objectives Topic 7: Case Management or Service Coordination
Students will understand and be able to describe the elements
and key principles of case management.
Objectives Topic 8: A Family Approach to Human Services
Students will recognize the importance of family in helping.
They will learn about family characteristics and develop an
understanding of the family systems approach. Students will be
able to identify the developmental stages of the family life
cycle.
Objectives Topic 9: A Group Approach to Human Services
Students will be able to identify essential group concepts and
understand the power and effectiveness of a well-functioning
group.

5. Objectives Topic 10: Class Advocacy & Community
Organization; Human Services Management & Supervision
Students will learn about the concepts of class/community
advocacy and community organization, applying their
knowledge to various scenarios. Students will explore the roles
of managers and supervisors in human services fields. They will
be able to identify skills, styles, and challenges of these
professions.
Objectives Topic 11: Interpersonal Violence
Students will become informed about the causes and types of
abuse and neglect experienced by populations they will serve.
Students will reflect on their own selves and determine stressors
that could influence their role as a helper.
Objectives Topic 12: Aging & Working with Loss and Grief
Students will be able to define and give examples of
gerontology, aging, and ageism. They will become aware of
myths, theories and facts about growing older, and be able to
apply their knowledge when helping older adults. Students will
gain skills for working with others who are grieving, and be
able to identify various responses to grief.
Objectives Topic 13: Developmental Disabilities
Students will gain an understanding of the needs and
vulnerabilities of those with developmental disabilities.
Students will be able to differentiate between the 7 common
diagnostic categories used to describe people with
developmental disabilities, and be able to list their needs at
different stages of life.
Objectives Topic 14: Attention to Self

6. Students will learn to self-evaluate and recognize their own
stress cures, design a plan to reduce the effects of stress, adjust
their expectations so that they are more realistic, get needed
support, and try to change habits so that they have more mental,
emotional, spiritual, and physical reserves to draw from when
helping.
Objectives Topic 15: Putting It All Together
Students will be able to come up with their own definition of a
human services worker through applying what they have learned
throughout the course.
9. College Procedures:
a) Course withdrawal procedure:
1. The student will submit the withdrawal request online. This
is located in WebAdvisor.
2. The instructor immediately receives an email telling him/her
that the student has requested the drop.
3. The instructor will go into WebAdvisor and approve or deny
the request.
4. If the instructor does not respond immediately, he/she will
receive an email each night until the request is approved or
denied.
5. If the instructor does not respond after two working days, the
department chair will receive an email saying the instructor has
not responded to the request yet.
6. Once the request is approved, the Student Records Office will
withdraw the student based on the date the student submitted
the request.
10. Grade Appeal Process:

7. a) Students who believe a course grade they have received is
inaccurate may seek an appeal. Please refer to the Student
Handbook for more specific information.
11. Special Populations/Accommodations:
a) Students who feel they may need academic accommodations
should contact the Academic Resource Center (A.R.C.) early in
the semester. The staff will verify documentation and
coordinate appropriate and reasonable accommodations.
Students must obtain a new accommodation notification each
semester.
For information contact:
Academic Resource Center (A.R.C.)
515-574-1045
12. Course Specific Policies:
a) Course Syllabus Agreement: As a student enrolled in this
course you agree to the requirements of
the syllabus.
b) Communication: You may contact me either by cell phone or
college e-mail.
13. Assessments Journal Entries
a) In each chapter of your textbook there are “Think About It”
questions that relate to the objectives of each topic. Because
this is an internet course, rather than discussing these questions
in class, I want each of you to keep a journal. Each topic will

8. have specific “Think About It” questions assigned as journal
entries. This journal will serve several purposes:
b) It will allow you to communicate with me privately and
honestly about your personal and professional reactions to
readings
c) It will allow you to apply the class and textbook content to
your own life
d) It will provide a vehicle for you to identify and externalize
the biases, feelings, and thoughts which may affect your work
e) These journal entries are required, and are each worth 5
points each. The purpose of turning the journal in is to provide
me with feedback so I can be more aware of your understanding,
or misunderstanding, of the material presented in this course.
These journals are PRIVATE. I will in NO way share any
information you enter into your journal. Journal Entries
f) In each chapter of your textbook there are “Think About It”
questions that relate to the objectives of each topic. Because
this is an internet course, rather than discussing these questions
in class, I want each of you to keep a journal. Each topic will
have specific “Think About It” questions assigned as journal
entries. This journal will serve several purposes:
g) It will allow you to communicate with me privately and
honestly about your personal and professional reactions to
readings
h) It will allow you to apply the class and textbook content to
your own life
i) It will provide a vehicle for you to identify and externalize
the biases, feelings, and thoughts which may affect your work

9. j) There is no length requirement for Journal Entries. However,
in order to receive full credit, I expect entries to be meaningful
and reflect what you have read in the assigned text.
k) Journal Entry points are distributed as follows:
· Answers all questions posed in Think About It question. (2
points)
· Applies what is read in the textbook to Journal Entry. (2
points)
· Journal entry is at least 1 to 2 full paragraphs long. (1 points)
m. IMPORTANT! JOURNAL ENTRY SUBMISSION
INFORMATION:
Journal Entries are to be typed in Microsoft Word, and
submitted via the Assignment or Assessment Upload found in
each topic. Save each “Think About It” topic separately using
Rich Text Format. Following is an example of how the three
separate journal entries for the Topic 1 Assessment should be
submitted:
Think_About_It_1.rtf
Think_About_It_4.rtf
Think_About_It_5.rtf
If you have any questions about assignment submissions feel
free to contact me. You can also call the iNET help desk at 1-
866-895-2456.
14. Exams/Quizzes

10. a) There are a total of 13 topic quizzes and 4 exams in this
course. The topic quizzes are short, 8-question quizzes worth 8
points each. Each quiz covers the reading material assigned for
the topic it falls under. You will have 10 minutes to complete
each quiz.
b) The 4 exams cover the reading materials assigned as follows:
c) Exam 1: 40 questions covering Topics 1-5 (chapters 1-5 in
the textbook). You will have 45 minutes to complete this exam.
d) Exam 2: 40 questions covering Topics 6-10 (chapters 6-12 in
the textbook). You will have 45 minutes to complete this exam.
e) Exam 3: 25 questions covering Topics 11-13 (chapters 13, 14,
16, and 17 in the textbook). You will have 30 minutes to
complete this exam
f) Final Exam: 75 questions covering all 15 topics in the course.
You will have 80 minutes to complete this exam.
*Please note that assessments are subject to change
15. Grading Policy/Scale:
90-100 A
80- 90 B
70-80 C
60 -70 D
16. Late Work Policy: FlexNet courses do not allow for
extensions.
17. Standards for Written Work: To obtain all points available,
assignments must not have spelling errors, mechanics and
sentence structure must be complete.
18. Scholastic Honesty Policy: I expect and require you to be

11. completely honest in the completion of this course. I will not
accept nor give credit to any assignment found to be the result
of plagiarism or dishonesty.
19. Computer Considerations: The college computers have
“Microsoft Word”. “Works” and other programs may not open
unless you save the file as a rich text format or .rtf file. Please
contact the college “Help Desk” for any technical issues you
may experience.
20. Turnitin.com Statement: Turnitin.com may be used for
checking assignments.
Chapter 8 Unit 2 Module 2 Additional Readings
http://richard-
hooker.com/sites/worldcultures/CHEMPIRE/CHIN.HTM
N.B.: Click on the link above and then click on the Section
Titles at the bottom to move to the next section.
· The Crisis of the Republic
http://richard-
hooker.com/sites/worldcultures/ROME/CRISIS.HTM
· The Calamitous Century
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=we
b&cd=5&ved=0CDoQFjAE&url=http%3A%2F%2Fonline-
history.org%2Fwc1-docs%2FThe-Calamitous-14th-
Century.ppt&ei=MRW4VM2oDIijyQT814GIDw&usg=AFQjCN
HlqMo9XOmGTngmGUoY0kMMFDjVWw&sig2=0cOHjscp1TA
18KlgL1Kkdg&bvm=bv.83829542,d.aWw
N.B.: Please copy and paste the above links in a new Browser.

12. Chapter 8 Unit 2 Module 2 Homework Questions
In what ways was Chinese history similar to Roman history
during the classical period? In what ways was it different?
Chapter 7 Unit 2 Module 1 Readings
· Kevin Reilly, The West and the World, Chapter 7
· Male Love in Ancient Greece
http://www.androphile.org/preview/Culture/Greece/greece.htm
· The Women of Ancient Rome: The World Within
Unit 2 Module 1 Chapter 7 Homework Questions
In what ways do the website readings affirm, elaborate, or
challenge the views of Kevin Reilly in chapter 7 of our textbook
regarding love and sex in classical Greece and Rome? What is
your overall conclusion on love and sex in the classical
Mediterranean world?