14 courses with the subject HS, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
HS 101Human Services: Systems & Skills
This course encourages an examination of one’s own value system, motivations and interests in relation to the wish to pursue a career working with people. Students are introduced to the history and development of the field: the concept of the social welfare system; resources and services offered by a range of community agencies; a model to understand social and psychological problems; and interventions to address social needs interventions range from individual case management and counseling to community organizing and planning. The course highlights a social justice basis for human service work. A 10-hour service learning
This course explores the many systems and agencies involved in providing social services. The course brings in guest speakers from several agencies, the Court Clinic, and includes field trips to a Court House, Hospital, and other settings. 1 credit. Pre-requisite: PSYC101, SOC101 or CJ101
In this Special Topics in Counseling & Case Management Skills course, students will develop interviewing, counseling and case management skills that can be effective with adolescents. Students will be exposed to the unique challenges in assessing and supporting teens and young adults ages 14-25. We will explore some issues of professional ethics and values unique to this age group. Students will further examine cultural contexts as they impact the teen, the counselor/staff person, and the teen-counselor/staff relationship. Some issues may include race, class, ethnicity, religion, sexual orientation, gender, and immigration status. This course relies heavily on in-class exercises. It is strongly recommended but not required that students have taken HS210 (Case Management
Trauma is one of the most powerful categories that we use to understand suffering. This one category encompasses responses to widely diverse experiences, from war and terrorism, to natural disasters, to physical and sexual abuse. Trauma and recovery help us make sense of experiences that may seem unbearable. The shared suffering that sometimes arises from trauma can be a powerful basis for identity and/or a source of marginalized and erased histories. In this way, way trauma helps us frame how we understand our own experiences, and how we recognize the pain of others. This class will examine the following: • The genealogy of psychological trauma as a medical and lay category • The relationship between biological and behavioral responses and social and medical framings •
This course enables students to become Peer Health Educators, to assist the Office of Health Education (OHE) with the promotion of health and well-being at Lasell, including physical, mental, sexual, and relational health, at both the one-on-one and campus-wide levels. The Director of the OHE mentors the student(s) in health and wellness topics, public health promotion, behavior change, and peer-to-peer health coaching. Peer Health Educators will be involved in generating, promoting, and advocating for health and well-being and related programming around campus (e.g., small and large events), on social media, and peer-to-peer. Formal, personal engagement in students’ own health and well-being, and engage
This course introduces students to interviewing skills used by counselors and case managers and to the types of counselor responses that can be effective in human services work. Students learn to assess clients and interventions at the micro, meso and macro levels and explore issues of professional ethics and values. Students also examine cultural contexts as they impact the client, counselor, and client-counselor relationship. Some of the contexts may include race, class, ethnicity, religion, sexual orientation, gender, and immigration status. The course relies heavily on in-class exercises. Prerequisites: PSYC 101, HS 101
This seminar provides a forum for discussing common human service experiences, including pathways to professional careers and practice related issues, and includes an introduction to confidentiality and privacy in the examination of ethical dilemmas. Students will become familiar with the theoretical bases of major counseling approaches, and the course will illuminate the connection between theory and practice in mental health settings. Students will review the efficacy of a major counseling approach in addressing a specific psychological issue by reviewing current research literature. In addition, students in the course will learn about career options in the discipline, engage in reflection about their
This seminar provides a forum for discussing common human service experiences, including pathways to professional careers and practice related issues, and includes an introduction to confidentiality and privacy in the examination of ethical dilemmas. Students will become familiar with the theoretical bases of major counseling approaches, and the course will illuminate the connection between theory and practice in mental health settings. Students will review the efficacy of a major counseling approach in addressing a specific psychological issue by reviewing current research literature. In addition, students in the course wi
This internship provides human service students the opportunity to experience field work. Training in the skills by which students can offer direct and indirect assistance to the client population is provided. Prerequisites: HS 210 with a grade of C or better; and permission of Internship Coordinator. Corequisite: HS 217.
This seminar is taken concurrently with the Foundation Internship (HS 215). The seminar provides a forum for discussing common human service experiences, including pathways to professional careers and practice related issues, and includes an introduction to ethical issues such as confidentiality and privacy in the context of an examination of ethical dilemmas. It also gives students an opportunity to build skills necessary to offer direct and indirect assistance to clients at internship sites. Students review professional and research literatures in relation to a topic connected to the internship experience. This is a writi
Seniors who have met program requirements spend 125 hours in an approved supervised internship. Prerequisites: HS 215, HS 217, with a grade of C or better; and permission of the Internship Coordinator; Co-requisite: HS 417.
This seminar is taken concurrently with Advanced Internship I (HS 415). Students integrate theory learned throughout their college career with their fieldwork experience. The seminar further develops professional behaviors such as record keeping, creating and maintaining supervisory relationships, conflict resolution, and job effectiveness. Students are also offered an opportunity to analyze cases and tasks assigned to them in their field placements, providing a theoretical framework for understanding them. There is an intensive examination of the ethical considerations involved in working with clients. Students identify an
This seminar is a continuation of HS 415. Students spend 125 hours working in an approved supervised field site. Prerequisite: HS 415 with a grade of C or better; Co-requisite: HS 427.
This capstone seminar is a continuation of Field Intervention Strategies (HS417) and is taken concurrently with Advanced Internship II (HS425). Building on knowledge and skills gained throughout the Social Sciences program, students continue to integrate theory with practice through seminar discussion and internship-related experiences. There is an increased focus on the delivery of services, examination of ethical dilemmas, and analysis of the broader systems in which services are delivered and policies are formulated. Students also have an opportunity to explore career development issues through examination of the graduat
