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  • Welcome to the Human Services Program!

     

    The Human Services Program is a part of the Department of Health Sciences. The Human Services Program is based on interpersonal, multicultural, psychological, social and systems theories and their application throughout the helping process. The Program teaches the use of these theories in a relational context between human services workers and people seeking emotional support, guidance, information, practical assistance and protection.

    Human Services Workers with an AA degree are instrumentalists-they get things done. Human Services often has the most contact with people in need than other staff. This is because as instrumental process of helping requires a slow pace, instruction, modeling, and repetition.

    • You can learn how to help people in many ways, but no one can teach you how to care or want to help others.
    • The people that seek for help from human services programs are fearful, lonely and can be devalued, shunned and discriminated against.
    • Psychologically, socially, physically, medically, and economically vulnerable populations need society's protection and Human services Workers are an important part of that protection.
    • You could change someone's life and the way they view the world through your caring and concern.

    The Human Services Programs, coordinated by the Health Sciences Department, lead to an Associate in Arts (AA) degree with a special orientation to the human service and social work profession. Students may select Gerontology or Mental Health. The curricula are designed to prepare students either for career objectives or for transfer to senior colleges.

    The Human Services Programs at LaGuardia Community College are dedicated to provide a supportive learning environment through faculty who model the competencies and values of the helping professions. Faculty engages students in collaborative learning environments to nurture and challenge students toward fulfilling their educational and career goals.

    The curriculum emphasizes the integration of course work and internships enabling students to assimilate theory in relation to practice. The curriculum links assignments in the field and classroom in order to explore, demonstrate and evaluate specified knowledge, skills, and values related to the field.

    The Fieldwork Scope of Practice for Associates-Levels Students

    This includes tutoring, homework help, education workshops, helping clients to fill out forms, help finding additional services, and assisting other professionals in providing services to clients.

    Often students help with activity groups and projects that involve expressive arts, leisure activities and recreation; providing information, making referrals for other services, and speaking to community groups as well as many other types of duties and responsibilities as determined by the Fieldwork Placement supervisor.


    General Information

  •  Mission Statement

    The Human Services Program at LaGuardia Community College prepare students for careers that focus on helping people and communities to solve problems and be catalysts for change. The Human Services Program:

    • Provide a solid foundation in the principles, theories and skills needed to be effective human services professionals who promote the values and ethics of working with diverse populations and respect the dignity of all individuals, families and communities.
    • Prepare students for entry-level positions in the helping professionals, and to continue their education at the baccalaureate level.
    • Increase students' abilities and use of technology in order to provide quality services for individuals, families, and communities.
    • Engage students as proactive learners and preparing them to be life-long learners.
     Program Philosophy
    • The Human Services Programs at LaGuardia Community College are dedicated to provide a supportive learning environment through faculty who model the competencies and values of the helping professions.
    • Faculty engages students in collaborative and experiential learning environments to nurture and challenge students toward fulfilling their educational and career goals.
    • The curriculum emphasizes the integration of course work and its applications to work with children, adults, families, groups and communities.
    • Fieldwork and Laboratory experiences enable students to assimilate theory in relation to practice.
     Program Goals
    • Energize student's abilities to utilize self-awareness and reflection in working with individuals, families and communities.
    • Challenge students with a broad view of human services through and examination of program functions, service delivery styles, and identification of issues and concerns of consumers.
    • Enable students to use fundamental concepts and skills needed for relating to and working with people from different cultural and ethnic backgrounds.
    • Empower students through an understanding of advocacy, communities as action systems, processes involved in community decision-making, and community change techniques.
     Career Oppportunities with an AA in Human Services
    • RESIDENTIAL ASSISTANTS
       For Group Homes and Shelters for the Developmentally Disable, Homeless (adults and children), Persistently Mentally III and Abused Children.
    • RECREATION THERAPY ASSISTANTS
       For Day Programs for the Frail Elderly, Blind, People with Brain Injuries, People with Alzheimer's Disease, People with Cerebral Palsy, People with Autism and the Developmentally Disabled.
    • INFORMATION SPECIALISTS
       For Senior Centers, Survivors of Domestic Violence, Physically Disable, People with Substance Abuse Histories, Ex-Offenders, Families of People with Alzheimer's Disease, and Parents of Disabled Children.
    • CASE AIDS
       For Foster Care services, Child Protective Prevention Services Programs, Adult Protective Services Programs, Ex-Offenders Programs, and Court Diversion Programs.
    • GROUP ASSISTANTS
       For Day-Habilitation Programs for People with Substance Abuse Histories, Homeless People with Co-Occurring Conditions, People with Persistent Mental Illnesses, and the Developmentally Disabled.
    • CLUB HOUSE ASSISTANTS
       For People with Cancer, People with Mental Illness, and Ex-Offenders.
    • COMMUNITY OUTREACH WORKERS
       For the Frail Older Adults, Children with Special Needs, the Homeless, and Adolescents at Risk.
    • TEACHER ASSISTANTS
       For Early Intervention Programs for Young Children with Special Needs, and Day Care Centers.

    Partial List of Employers of Graduates with an AA Degree in Human Services from LAGCC:
    • AHRC (Association for the Help of Retarded Children)
    • Boys and Girls Clubs of New York City
    • BRC
    • CAMBA
    • Center for Career Services/LAGCC
    • Department of Student Services/LAGCC
    • Early Childhood Learning Center/LAGCC
    • CUCS (Center for Urban Community Services)
    • FEGS (Federation Guidance and Employment Services)
    • Fortune Society
    • Henry Street Settlement House
    • Hour-Children
    • Palladia
    • The Bridge
    • The Police Athletic League
    • UCP (United Cerebral Palsy)
    • YAI (Young Adult Institute)
    • and others
     BA/BS Degree Opportunities

    Many Students continue their education to become counselors and case managers.

    • Bachelor's Degree in Social Work (Past Graduates have attended Lehman, York, Evers, NYU, Adelphi and others).
    • Bachelor's Degree in Human Services (Past Graduates have attended NYC Technical College, Metropolitan College and others).
    • Bachelor's Degree in Gerontology (Past Graduates have attended York and others).
    • Bachelor's Degree in Recreation Therapy (Past Graduates have attended Lehman, College of New Rochelle and others).

    An Important Note About  Grades

    Grades under a C are not passing grades when you transfer to a CUNY or private college bachelor's degree program. It is highly recommended that students take these classes over, while still enrolled at LAGCC. Tuition Assistance Programs will not pay for you to take these classes over. Tuition Assistance will pay for you to take and F graded class over but only once.

     Essential Functions of Human Services

    The essential functions for Human Services are mainly interpersonal in nature. Human Services Professional with an AA typically work for group homes, senior centers, after school programs day care centers, and day habilitation programs. There area three broad areas of functioning: instrumental, facilitation, and instructional. Fieldwork placements focus on one of these broad areas.

    • Human Services Workers are instrumentalists in that they assist clients in filling out forms for services, distribute pre-approved education materials, and help clients gather/find needed information.
    • Human Services Workers are co-facilitators od therapeutic activities that can be art, music, games and/or sports for individual clients or groups of clients.
    • Human Services Workers are instructors to help clients with activities of daily living, to help clients follow instructions, to help clients remember appointments, and help clients understand pre-approved education materials.

    The American with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act of 1973 ensure that qualified applicants to public institutions have the ability to pursue program admission however, the applicant must meet certain essential skills as listed bellow with or without reasonable accommodations.

    1. Fieldwork Placement
      All students must complete two fieldwork placement assignments of 125 hours each for a total of 250 hours. Placements require completion sequentially and not concurrently. Fieldwork placements are under the authority of the placement's Department of Volunteers. We will make every effort to help students have appropriate  fieldwork placement experiences based in placement availability. The Human services Program is willing to contract with specific placements identified by the student that are able to address the student's special needs.
    2. Communication
      Students must to be able to communicate orally in English (or American Sign Language). Students must to be able to demonstrate appropriate written English communication skills. Students who are also fluent in a language other than English can request a placement where clients speak the same language. The Human Services Program will accommodate students with language request when possible. Students that are members of Deaf Culture are neither disabled nor handicapped. Students that are members of Deaf Culture and are fluent in ASL can request placements where their languages capability is helpful to clients.
    3. Behavior/Social
       Students must be able to accept, and be able to be non-judgmental towards clients. Students must show clients respect and preserve their dignity. It is the student's responsibility to become aware of cultural differences and their affect on clients. Students cannot discriminate against clients due to their age, disability, ethnicity, race, national origin, religion, culture, gender or sexual orientation. They must attend to all clients with empathy and concern.
      Students must to demonstrate socially appropriate behavior and remain calm with clients and other staff. Students should maintain cleanliness and personal grooming  consistent with close personal contact. Students should be able to identify and manage stress in a mature and healthy manner as well ask for assistance in times of need. Students must follow and conform to the Human Services Code of Ethics. (see Appendix)
    4. Academic Proficiency
       Students must to maintain a GPA of 2.0 to be eligible for workfield placement. Students that do not have a GPA of 2.0 when applying for their second fieldwork placement will not be able to move forward in the Program. Students with these obstacles require campus based support services. Students must be able to apply critical thinking in both class work and in the fieldwork placements, and be able to follow safety procedures.
     Declaration of Pluralism

    We area a diverse community at LaGuardia Community College. we strive to become a pluralistic community. We respect diversity as reflected in such areas as race, culture, ethnicity, gender, religion, age, sexual orientation, disability and social class.As a pluralistic community, we will:

    • Celebrate individual and group diversity.
    • Honor the rights of people to speak and heard on behalf of pluralism.
    • Promote intergroup cooperation, understanding and communication.
    • Acknowledge each other's contributions to the community.
    • Share beliefs, customs and experiences that enlighten us about members of our community.
    • Affirm each other's dignity.
    • Seek further ways to learn about and appreciate one another.
    • Confront the expression of de-humanizing stereotypes, incidents where individuals or groups excluded because of difference, the intolerance of diversity and the forces of racism, heterosexism, homophobia, disability discrimination, ageism, classism and ethnocentrism that fragment the community into antagonistic individuals and groups.
     Ethical Standards for Human Service Professionals

    EXCERPT/for full code please refer to the NOHS website: www.nationalorganizationofhumanservices.org  

    National Organization for Human Services

    Council for Standards in Human Service Education Adopted 1996

    Preamble

    Human Services is a profession developing in response to and in anticipation of the direction of human needs and human problems in the late twentieth century. This is characterized particularly by an appreciation of human beings in all of their diversity, human services offers assistance to its clients within the context of their community and environment. Human service professionals and those who educate them, regardless of whether they are students, faculty or practitioners, promote and encourage the unique values and characteristics of human services. In so doing human service professionals and educators uphold the integrity and ethics of the profession, partake in constructive criticism of the profession, promote client and community well-being, and enhance their own professional growth.

    The ethical guidelines presented are a set of standards of conduct which the human service professionals and educators consider in ethical and professional decision making. It is hoped that these guidelines will be of assistance when human service professionals and educators are challenged by difficult ethical dilemmas. Although ethical codes are not legal documents, they may be used to assist in the adjudication of issues related to ethical human service behavior.

    Section I - Standards for Human Service Professionals

    Human service professionals function in many ways and carry out many roles. They enter into professional-client relationships with individuals, families, groups and communities who are all referred to as "clients" in these standards. Among their roles are caregiver, case manager, broker, teacher/educator, behavior changer, consultant, outreach professional, mobilizer, advocate, community planner, community change organizer, evaluator and administrator. [1.] The following standards are written with these multifaceted roles in mind.

    The Human Service Professional's Responsibility to Clients


    STATEMENT 1 Human service professionals negotiate with clients the purpose, goals, and nature of the helping relationship prior to its onset as well as inform clients of the limitations of the proposed relationship.

    STATEMENT 2 Human service professionals respect the integrity and welfare of the client at all times. Each client is treated with respect, acceptance and dignity.

    STATEMENT 3 Human service professionals protect the client's right to privacy and confidentiality except when such confidentiality would cause harm to the client or others, when agency guidelines state otherwise, or under other stated conditions (e.g., local, state, or federal laws). Professionals inform clients of the limits of confidentiality prior to the onset of the helping relationship.

    STATEMENT 4 If it is suspected that danger or harm may occur to the client or to others as a result of a client's behavior, the human service professional acts in an appropriate and professional manner to protect the safety of those individuals. This may involve seeking consultation, supervision, and/or breaking the confidentiality of the relationship.

    STATEMENT 5 Human service professionals protect the integrity, safety, and security of client records. All written client information that is shared with other professionals, except in the course of professional supervision, must have the client's prior written consent.

    STATEMENT 6 Human service professionals are aware that in their relationships with clients power and status are unequal. Therefore they recognize that dual or multiple relationships may increase the risk of harm to, or exploitation of, clients, and may impair their professional judgment. However, in some communities and situations it may not be feasible to avoid social or other nonprofessional contact with clients. Human service professionals support the trust implicit in the helping relationship by avoiding dual relationships that may impair professional judgment, increase the risk of harm to clients or lead to exploitation.

    STATEMENT 7 Sexual relationships with current clients are not considered to be in the best interest of the client and are prohibited. Sexual relationships with previous clients are considered dual relationships and are addressed in STATEMENT 6 (above).

    STATEMENT 8 The client's right to self-determination is protected by human service professionals. They recognize the client's right to receive or refuse services.

    STATEMENT 9 Human service professionals recognize and build on client strengths.

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