Indiana University of Pennsylvania-Main Campus · Courses
HDFS
25 courses with the subject HDFS, 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.
HDFS 102Ethics and Professionalism in Human Development and Family Science2
None Restriction: None Description: Explores ethics and professional practices within the field of Human Development and Family Science. Emphasizes the ethical obligations and responsibilities associated with working in diverse contexts, including education and human services.
none Restriction: none Description: Explores human development within and across global communities and emphasizes the interrelationships among culture, development, and learning. Applies developmental and learning theories with a cross-cultural focus. Examines physical, cognitive, and social-emotional development from conception to emerging adulthood. Identifies developmental commonalities and differences within diverse communities. Cross-Listed: No
SOC 151 / SOC 161 Restriction: none Description: Reviews cultural practies within and across global communities, intimate relationships, human sexuality, family structure, as awell as teh interrelationship amnd culture, intimacy, and family. Focuses on adult cognitive, physical, and social-emotional development, family development, and trends within families.
none Description: Examines leadership theory and its applicability to human service work. Focuses on effective leadership behavior, the differences between leadership, teamwork, and management, leading with empathy, and how leadership impacts people and systems in a continually changing global environment.
none Description: Appraises career goals toward post-graduation success in the human service fields, including the education and experiences needed to achieve those goals. Explores ethics and professional practices within human services. Emphasizes the ethical obligations and responsibilities associated with working in diverse contexts.
Grade of “C” or better in OR ECED 112 or SPED 114 or instructor permission
Corequisite
none Restriction: none Description: Examines the appropriate use of assessment and observational strategies to document children’s behavior, learning, and development. Discusses principles of assessment across contexts. Reviews methods of analysis for observation data.
Grade of “C” or better in HDFS 218 AND HDFS 224 , or instructor permission
Corequisite
none Restriction: none Description: Focuses on early intervention policies and laws that relate to services for children from birth to school age, including the Individualized Family Service Plan (IFSP) and the Individualized Education Plan (IEP) process. Emphasizes ways to assist families in their roles as team members in the early intervention process, taking social, linguistic, economic, and cultural diversity into consideration. Provides practical information needed when working in early intervention settings.
HDFS 321Preschool Education: Play and Developmentally Appropriate Practices3
Grade of “C” or better in HDFS 218 OR ECED 112 OR EDEX 114
Corequisite
none Restriction: none Description: Examines the developmental process of play, the primary vehicle for early learning and a major aspect of the preschool curriculum. Provides knowledge to implement developmentally appropriate curriculum and methods for preschool education programming in multiple settings (e.g., home, classroom, community).
Grade of “C” or better in and previous 200- and 300-level child development and family relations courses Description: Introduces the historical background of the fields of childcare and early childhood education and current educational issues and theories affecting the field. Includes curricula models, frameworks for curricula, research on the impact of early childhood experience, and diversity and inclusion issues.
None Restriction: None Description: Examines major social and family problems that families manage (e.g., marginalization, caring for elders) and the role of professionals in supporting families. Reviews strategies to promote family resilience, supportive programs, and family policies.
C or better in HDFS 218 AND HDFS 224 OR Instructor permission
Corequisite
None Restriction: None Description: Focuses on the history, design, implementation and evaluation of family life education. Explores techniques and technologies that support implementation, outcomes, and course/program promotion. Discusses professional associations, standards, and professional ethics for family life educators.
none Restriction: none Description: Examines the prevalence, causes, and social implications of physical, sexual, emotional, and neglect forms of child abuse in society. Studies child abuse from the individual, family, and societal level perspectives. Potential intervention strategies will also be considered.
none Restriction: none Dual Listed: HDFS 510 Description: Studies the developmental changes from birth to 36 months. Collaborates as a teacher assistant in an infant or toddler childcare center to gain experience in developmentally appropriate guidance and programming for very young children. Compliance with current agency regulations required.
none Restriction: none Description: Advocates for children and families. Explores community agencies and their service to families. Examines the professional code of ethics and ethical decision-making. Recognizes signs of trouble within families and refers them appropriately. Integration of community service work and mandatory participation in a community service project.
Completed HDFS 218 and grade of “C” or better in HDFS 323
Corequisite
none Restriction: none Description: Focuses on strengths in infants and families, a relational framework for assessment and intervention, and a prevention orientation. Emphasizes an understanding of how principles of infant mental health provide a foundation for working with children and families across settings and disciplines.
HDFS 323 and grade of “C” or better in or instructor permission
Corequisite
None Restriction: None Description: Focuses on the development of preadolescents and adolescents as well as the challenges involved in parenting adolescents. Emphasizes identifying risk factors, protective factors, promotive factors, and resiliency when working with adolescents and their families in the field of human services.
None Restriction: None Dual Listed: CDFR/HDFS 526 Description: Examines parent education, parent involvement, and the diverse needs of parents. Investigates and utilizes methods, programs, and curricula to increase communication with and support for parents. Focuses on the need for professionals working with parents to collaborate, assess biases, and engage in self-care.
None Restriction: None Dual Listed: HDFS/CDFR 527 Description: Examines the importance of advocacy for human service administrators. Reviews regulations, standards, and funding sources for human service agencies. Emphasizes the importance of collaborative work and the ability for administrators to perform the following: grant writing, budgeting, needs assessments, non-discriminatory staff selection, and non-discriminatory staff evaluation.
Completed HDFS 323 and grade of “C” or better HDFS 323
Corequisite
none Restriction: none Description: Emphasizes processes and models of family development topics, including an understanding of the development and maintenance of interpersonal relationships with an emphasis on how the theoretical frameworks of family studies can aid in this understanding. Focuses on approaches and dynamics of principles related to familial and marital adjustment and coping, with an emphasis on understanding the strengths and weaknesses of families and how family members relate to each other.
HDFS 321 OR HDFS 410 OR HDFS 425 OR HDFS 426 AND 75+ credits
Corequisite
none Restriction: none Description: Explores and implements instructional strategies that are culturally responsive and developmentally appropriate in one-on-one or group community education settings. Emphasizes professional development as well as inclusion, equity, and ethical behavior. Compliance with current agency regulations required.
None Restriction: None Description: Examines the measurement and perception of socioeconomic status in the United States with an emphasis on poverty. Facilitates the discussion of research, theory, and policy related to poverty and human development.
As appropriate to course content Description: Offered on an experimental or temporary basis to explore topics not included in the established curriculum. A given topic may be offered under any special topic identity no more than three times. Special topics numbered 481 are primarily for upper-level undergraduate students.
completion of at least 75cr; minimum GPA of 2.5 in major Restriction: Permission of child development and family relations program, human development, fashion, and interior design department, and college dean; compliance with current agency regulations; and enrolled in major Description: Practical field experience related to the student’s major area of study. Specific objectives are developed individually in consultation with the internship coordinator and/or university faculty member who supervises the internship. Logs and major paper required. Repeated: May be taken for 6 to 12 credits.
Source: Indiana University of Pennsylvania-Main Campus's catalog, linked per course · table learning_unit · CourseShelf publish 59
