CSL 202 SYLLABUS
INTRODUCTION TO HUMAN
Wayne State College
Keith Willis and Christin Westgard, Graduate Assistant
Willis: ED 120 Christin Westgard: ED
323 or 324
Class Meetings: MWF
9:00 a.m.- 9:50 a.m. or 10:00 a.m. - 10:50 a.m.
students will also meet Weds. Or Thurs. evening from 6:30 p.m.-7:20 p.m.
instead of attending the Friday class for ten weeks.
Willis: (402) 375-7210 Christin
Westgard: (402) 833-5088
Willis: email@example.com Christin: firstname.lastname@example.org
Office Hours: Monday: 11 a.m. – noon & 1:15 p.m. – 3:00 p.m.
Tuesday: 10 a.m. – noon
Wednesday: 11 a.m. – noon
Thursday: 11 a.m. – noon
(2002). Skills and techniques for human
service professionals: Counseling
environment, helping skills, treatment issues. Pacific
Rebecca (1992). When someone you love has a mental illness: A handbook for
family, friends, and caregivers. New York, NY:
Penguin Putnam Inc.
course summarizes the personality characteristics, skills and knowledge that
lead to effective human service counseling.
Students implement these as volunteers in human service agencies in the
community and discuss their experiences in small reflection groups. Students examine practical techniques that
are helpful with individuals with mental illnesses such as depression and
course is designed to a) promote awareness of personal characteristics that are
helpful for human service professionals, b) clarify the goals and the skills
involved in the helping process, c) develop an awareness of agencies that
provide help for individuals in need, d) develop an understanding of
individuals with common mental illnesses, and e) provide an overview and a
framework for the coursework in the counseling program. More specifically this course is designed to
common characteristics of effective helpers.
2. Complete a
self-inventory of the helping characteristics and explore ways for
self-improvement on one characteristic.
3. Explain how
environmental aspects of an agency and nonverbal factors of communication may
impact effective helping.
the different viewpoints of human nature that guide five approaches to
the typical stages of a helping relationship.
effective use of the foundation skills (silence, listening and empathic
the commonly used skills of affirmation giving, encouragement, modeling and
self-disclosure. Explain the benefits
and risks of each.
8. Compare the
different types of questions. Recognize when questions are and are not helpful.
appropriate use of helper skills in gathering information from someone.
helper-centered skills that are commonly used.
Recognize the possible impact on a client.
two methods of giving feedback to a client.
Demonstrate the use of case management skills, including assessment, developing
treatment goals, and documenting contacts.
familiar with the five Axes of the DSM IV-TR.
the types of medications commonly used by clients.
issues to consider when working with individuals form diverse cultural
backgrounds and conditions.
familiar with ethical issues of human service counselors.
the symptoms of affective disorders, schizophrenia and at least one additional
problem. Discuss how these symptoms may impact the life of the ill person and
their families and fiends.
common treatments and ways that human service helpers can help cope with
someone's resistance to treatments.
communication skills to use in daily interactions with persons experiencing
symptoms of mental illness.
ways a helper can help family members with distressing feelings towards a
person with mental illness.
how to work effectively with other mental health professionals.
Students will volunteer
at an approved human service agency in Wayne, Norfolk, or near their
hometown. Several agencies have agreed
to supervise this experience including R-Way, Tower School,
Head Start, Liberty Centre, Premier Estates, Professional Partners, Big
Brothers/Big Sisters, Norfolk Rescue Mission, Rainbow World, Birthright, Bright
Horizons and Northstar Services. A
complete list is found in the file on the G drive titled Service Learning
Agencies. Others may be contacted
with the instructor’s approval. The
student will complete a service learning agreement form that specifies a
commitment to serving in this agency for a minimum of 1 hour a week for 10
weeks. Students who complete at least 20
hours of service will be excused from the final exam. The orientation at the agency will need to be
completed by the third week of the course.
Students also complete a weekly reflection assignment relating to their
service learning experiences. The
students will also meet in small groups to discuss their experiences on
Wednesday or Thursday evening from 6:30-7:20 p.m. or during the Friday morning
class for 10 weeks. It will be extremely
important for volunteers to keep appointments with the agencies. It is the
student’s responsibility to promptly notify and reschedule any meetings when
conflicts occur due to illness, funerals or severe weather. Failure to do so will reduce the points for
class attendance. Repeated failure to do
so will result in termination of the service learning option.
student will demonstrate learning through:
attendance and participation.
2. completion of
autobiography with application form for a counseling major.
3. completion of
a service learning agreement form.
4. completion of
the service learning tasks.
of 10 reflection assignments for service learning tasks.
of two written assignments that focus on practical or experiential aspects of
of midterm and final exams based on the 21 objectives.
assignments can be found (and printed) on the G drive of the WSC network. Open the My Computer logo and then follow
open G drive
Find the files titled: Syllabus CSL 202
Fall 2005, Schedule CSL 202 Fall 2005, Service Learning Agencies for CSL 202,
Reflections assignments fall 2005, Application for Human Service Counseling
Major, Assignment #1, Assignment #2, Intake format for Assignment #2, and
review for final.
Student Performance Evaluation Criteria & Procedures:
90 points class attendance and participation (2 for
5 points autobiography/application form
5 points service learning agreement form
100 points 2 written assignments (50 points each; 5 points will be
deducted for late
150 points 10
weekly reflection assignments of volunteer experience (15 points each)
50 points midterm exam
0-50 points final exam
400-450 total points
Extra credit option (Maximum of 15 points)
points Attend an approved WSC
educational forum or program and submit a one page summary of how it relates to
for grades without final exam Point ranges for grades including final
F 239 & below
F 269 & below
guest speakers, role playing exercises, group discussions, volunteer
experiences, small group activities, videotaped demonstrations, field trip and
Class attendance is extremely important
due to experiential activities that occur during class. Two points will be
awarded for each class attended. In the event of an absence each student will
be responsible to obtain notes and missed assignments from a classmate or the
instructor. Credit for a missed class
can be given for prearranged absences and completion of class activities that
were missed. Active participation in small groups is expected and participation
in class discussion is encouraged. Late
assignments will be accepted with approval of the instructor but with a five
provides an array of services to assist students, including the Conn Library
and computer labs. The Learning Center,
located in the Student Center, provides peer tutoring for most general
education classes; the Counseling Center, also located in the Student Center,
provides assistance in career planning, goal setting, personality assessment,
stress management and individual and group counseling. For further information contact the Dean of
Students Office, (375-7213).
A., Kopp, Judy & Austin, Michael J. (1998). Delivering Human Services.
Addison, Wesley, Longman.
Ivey, Allen E.
& Ivey, Mary Bradford (1999). Intentional
interviewing & counseling:
Facilitating client development in a
Jeffrey (2000). Nuts & Bolts of Helping. Needham Heights, MA:
Allyn & Bacon.
(2003). The world of the counselor:
An introduction to the Counseling
(Second Edition). Pacific Grove,
(2004). Theory. Practice, and trends
in human services: An introduction
Edition). Pacific Grove, CA: Brooks/Cole.
Barbara & Mandell, Betty Reid (2000). An
introduction to human
services: Policy and practice. Boston,
MA.: Allyn and Bacon.
Marianne & McClam, Tricia (1994). An
introduction to human services.
Pacific Grove, CA.: Brooks/Cole.
(2005). Learning the art of helping: Building blocks and techniques (3rd
Upper Saddle, NJ: Pearson Merrill Prentice Hall.