c. El cambio en la jurisprudencia

Area of Concentration

PURPOSE: The goal of the Human Services concentration is to prepare students for work within the field of human services, which could include case management, advocacy, community organizing, service delivery, and policy related work. In addition, students might pursue this concentration if interested in social justice work within human services, or if wanting to work within the field of education as a family or child advocate.

CORE COURSEWORK:

1) Professional Development. This area includes courses that contribute to the professional development of human services students. It includes the study of systems, specifically an examination and critique of the human services delivery system, an overview of models of service, exploration of various perspectives on human behavior, health and healing including indigenous approaches, how to maintain boundar ies and attend to self care, and an in depth examination of one specific sector of human services in Seattle as well as knowledge, tools and abilities

needed to provide effective case management services to clients in human services settings such as mental health, developmental disability and senior services. Courses meeting this core requirement include:

• Professional Development • Case Management

2) Developmental Perspectives. A course meeting this requirement offers a broad perspective of human development across the lifespan, encompassing historical and theoretical views of developmental tasks from birth to death. Upon a backdrop of physical, cognitive and psychosocial aspects of development, this course examines development and the effect of subjec- tivity on the individual’s lived-experience throughout life. The primary objective is to provide students with an awareness of what the lived experience of any individual at different ages might be, with the aim of increasing empathy and understanding of developmental challenges and achievements. The typical course students take to meet this requirement is:

• Life Span Development

3) Counseling Skills. A course in this area provides students an opportunity to explore the counseling role with its unique implications and broad-based value across a wide variety of personal and professional disciplines. Students develop an understanding of the stages of the counseling relationship and gain insight into their own strengths, weaknesses, and desires as a “helper”

and/or as a helping professional.

Students work with the basic building blocks of the counseling/helper role small group role-playing and feedback.

Students also witness role-playing with several professional counselor/

therapists of varied disciplines. Issues related to counseling people from a wide variety of backgrounds, cultures and belief systems, will be addressed, as well ethical issues and standards. The course is designed for students considering a vocation in the helping professions, as well as those just wanting to increase listening and communication skills. The typical course students take to meet this requirement is:

• Counseling Skills

4) Community Engagement, Activism & Leadership Skills. Courses in this area provide students with the opportunity to learn about the history and developmental processes of social movements, strategies and tactics of community organizing, global

perspectives on organizing and activism and/or the relationship between leadership and social justice efforts.

These courses provide students with conceptual frameworks and their application. Sample courses that would meet this core requirement include:

• Community Organizing in Action • International Activism

• Homelessness

• Globalization, Development and Grassroots Movement

5) Literature of the Human Experience.

A course meeting this requirement explores the value of the literary lens in contributing to students’ understanding of the human experience. Dimensions of human experience such as culture, race, gender, sexual orientation, religious beliefs and social class are explored through literature. Courses should address questions such as what is the relationship between literature and psychology? What is the value of literary analysis? How can poetry, memoir, the novel, and short fiction enhance the student’s understanding of the human experience? Sample qualifying classes include:

• Border Crossing: A Multicultural Journey Through Film and Literature

• LGBTQ studies (with a focus on literature)

• The American Family in Literature and Film

6) Theorizing Culture & Difference.

Courses that fulfill this requirement analyze culture and difference as reflections of a people’s collective history as well as their respective aspirations for the future within hierarchal structures of inequality and oppression. Courses sharpen theoretical and practical understanding of unjust power relations in areas such as race, gender, class, and/or sexuality.

Furthermore, students will explore how culture as a contested site has been utilized by historically marginalized groups to imagine as well as realize a more just world. It is recommended that students enroll or have already completed Diversity, Power, and Privilege (DPP) before completing this particular concentration requirement.

Sample classes include:

• Postcolonialism, Diasporas, and Narratives of Resistance • Translating Gender • Critical Theories of Race • Race, Justice and Political Reality • Literature of Displacement

• Gay, Lesbian, Bisexual and Transgender Studies

• Ethnic Studies Courses POSSIBLE ANTIOCH ELECTIVES:

• Wealth and Poverty in America • Loss and Grief

• Women’s Education Program SAMPLE TRANSFER ELECTIVES:

• Survey of Alcohol and Chemical Dependency

• Crisis Intervention • Substance Abuse Prevention • Sociology

• Working with Diverse Populations SAMPLE COMMUNITY/FIELD-BASED LEARNING EXPERIENCES:

• Service learning project working with Antioch’s Women’s Education Program • Volunteer with one of Solid Ground’s many programs-- such as housing for low income families

• Undergo a training in child advocacy and then serve as a volunteer advocate

SAMPLE SYNTHESIS PROJECTS:

• Volunteer with Hospice Seattle to provide support to people facing end of life issues

• Design a school for homeless high school aged youth

• Analyze the services of a senior center from the perspective of serving clients from different ethnic/cultural back grounds and make recommendations to make the programs more responsive to cultural needs.

• Research government trends in funding for the human services and write a paper addressing these trends and your analysis for the coming decade

Leadership & Organizational