13 courses with the subject HUS, 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.
HUS 100Introduction to Helping
Professions 3-0-3 This course is designed to give students an under- standing and working knowledge of the Social Service system and the role and function of the helping profes- sional. This course may be substituted for an Introduc- tion to Social Work course at the four year school and includes elements of the history of social welfare in the United States as well as the values, ethics, knowledge, skills, and fields of practice of the social work profes- sion. Students will gain an understanding of system theory and strength based practice with individuals, families and groups as well as an overview of case management, referral and service coordination ser- vices provided by the Generalist practitioner. A variety of ethical principles and values including the National 154 Association of Social Workers (NASW) Code of Ethics and the current Health Insurance Portability and Ac- countability Act (HIPPA) which govern the fields of Hu- man Services and Addiction Services will be reviewed and applied using case studies. Students will complete the Child Abuse and Maltreatment Mandated reporting training as well.
in the Helping Professions 3-0-3 This course focuses on the Human Services profes- sional and his or her role in providing services. The values and ethics of the Human Service professional, engagement strategies, interpersonal communica- tion techniques, attending behaviors and the helping process are reviewed and applied using case studies. The importance of counselor wellness is empathized including clinical supervision, cultural competence, prevention of compassion fatigue and self-care. Stu- dents explore issues related to the counselor-client relationship including the therapeutic alliance, clinical boundaries, transference and countertransference, and self-disclosure. The practice of a Human Service professional is reviewed including record keeping, confidentiality, assessment, treatment plans, progress notes and discharge summaries which comply with regulatory bodies.
and Ethics 3-0-3 This course is designed to give students the education- al component of the Certified Recovery Peer Advocate requirement (CRPA). It provides an understanding and working knowledge of the professional Recovery field and the role and function of the CRPA or Recov- ery Coach. It focuses on providing individuals with the skills needed to guide, mentor and support any- one who would like to enter into or sustain long-term recovery from an addiction to alcohol or other drugs. Through the course, students will gain an overview of the Recovery Peer field including: concepts, services available and person centered approaches to recov- ery. Intervention and treatment approaches will be re- viewed including medication supported recovery and
HUS 120Foundations in Addiction Services 3 the Helping Professions3
HUS 212 Mental Health Services.......................... 3 HLT 145 The Physiology of Addictions...................3 PSY 225 Counseling the Individual....................... 3 SOC 235 Professional Ethics in a Restricted Elective1. ........................................... 3 Diverse Society. ..................................................3 15 PSY 235 Counseling the Group and Family.......... 3
This course is designed to equip students with the knowledge of the concepts, terms, theories and struc- tures of the mental health and addiction fields. The en- tire process of provision of mental health and Addiction Services will be explored including gathering data from the client and collaterals, assessment, diagnosis, treat- ment planning and provision, referral and discharge planning. The identification of mental and addictive disorders using the DSM V as well as other assess- ment instruments and diagnostic tools will be reviewed and practiced. Emphasis will be placed on engaging the client to develop the treatment plan including goal setting, measurable objectives, time frames, activities, evaluation, relapse preventing, life skills development and discharge planning. The interdisciplinary mental health and Addiction Service team’s role in carrying out the treatment and discharge plan will be a focus throughout the class. Other topics will include current therapy approaches, the use of psychotropic medica- tion, and appropriate attending skills for mental health and Addictions Counselors. Prerequisites: HUS 100 and PSY 101. 155
This course examines current Trauma Informed theo- ries, the nature of trauma, how trauma affects the indi- vidual including toxic stress and ACEs (Adverse Child- hood Experiences), as well as the principles of Trauma Informed approaches and interventions. It covers the following topics: child abuse/neglect, including sexual, physical, and emotional abuse; domestic violence or intimate partner violence; elder abuse; and human traf- ficking. The impact of trauma across the lifespan and cultural issues will be explored. Students will engage in a Service-Learning Project which relates to edu- cation and prevention and will explore the impact of policy and legislation on client populations. Hours of class per week: 3.
Studies 3-0-3 This course provides an introduction to the theories, socio-political factors, and models of viewing disabil- ity in the U.S. and other countries that have resulted in discriminated (Ableism) and an unequal distribution of power and resources in society. Through the use of assigned readings, research projects, activities, films, narratives, case studies, and critical discussion on such topics as prenatal testing, euthanasia, eugenics, cochlear implants, and self-determination, students will examine their own biases, understand how factors such as race, social class, age stigma, legislation, and the Disability Rights movement affect the diversity of disability identity, and appreciate a more inclusive, di- verse, and equitable society. Prerequisites HUS 100.
This is a required course which consists of a semester long portfolio development activity for students enrolled in the DSP level I micro-credential. The students will be concurrently enrolled in this activity and required DSP I courses. The faculty member will serve as a mentor for students working through a process to document align- ment of each student’s field experience with DSP Cur- riculum. Co-requisite(s): HUS 215 and HUS100 can be prerequisites or co-requisite courses.
This is a required course which consists of a semes- ter long portfolio development activity for students enrolled in the DSP level 3 micro-credential. The stu- dents will be concurrently enrolled in this activity and required DSP 3 courses. The faculty member will serve as a mentor for students working through a process to document alignment of each student’s field experience with DSP Curriculum. Optional co-requisite(s): HUS 212 and SOC 235.
Prevention Framework and Strategy will focus on the role and function of the Prevention Specialist corre- sponding to the six performance domains: planning and evaluation, prevention education and service de- livery, communication, community organization, public policy and environmental change and professional growth and responsibility. In addition, students will utilize prevention models, frameworks and strategies used in the field of Prevention. This course will provide details on community organizing for health equity and social justice related to prevention of addiction, chroni disease, mental illness, domestic violence, incarcera- tion and other community health and mental health is- sues relevant to our society. Throughout the course, students will explore underlying theory and ethical re- sponsibilities essential to the Prevention field.
Prevention Applications is designed to be taken con- currently with the Prevention Framework and Strategy course (HUS 220). This course will provide students the opportunity to carry out a prevention plan and implement prevention strategies to address a health or mental health need in the community. Students will 156 work closely with the instructor and community part- ners to design, implement and evaluate a prevention plan. HUS 225 will be offered concurrently with HUS 220 starting week 5 of the semester.
