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Articulation Agreements

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Human Services

The Human Services program was established in 1974 to meet the need for trained workers in the field of disabilities. Since its beginning, graduates have been in demand and have contributed to the enhancement of services provincially and nationally.

Graduates of this program will have a broad knowledge base and skills in Human Services in general and in the field of mental handicap/intellectual disability in particular. They will have developed program planning skills for individuals and groups as well as possess appropriate philosophical insights and ethical practices.

Areas of Competency

Planning, Developing, Implementing and Evaluating Individual Programs
This essential component of the Human Services program provides students with the fundamental tools/strategies to assist individuals with intellectual disabilities with life long learning opportunities in a wide variety of developmental areas. Students will also discover and apply methods of planning aimed at enhancing quality of life for people, regardless of disability. Skills covered include an introduction to a variety of assessment tools, developments in quality of life, identifying goals and objectives, teaching strategies (including applied behavioral analysis), implementation of strategies, evaluation and data collection.

Planning, Developing, Implementing and Evaluating Group Programs
This component is primarily concerned with group process and facilitation skills. Students receive theory about group dynamics, conflict resolution, communicating with groups and invitational education. Students are required to apply the above theory by organizing and delivering a community-based short course for a minimum of 21 hours.

Orient Self to Intellectual Disability
Students are required to have the knowledge and a well-rounded view of disability and related issues enabling them to work effectively with individuals who have a variety of disabilities. Topics covered include unique learning characteristics, known causes, preventions, symptoms, definitions and classification systems as they relate to a number of neurological disorders, physical disabilities and people who have been labeled with dual or multiple diagnoses. Another aspect which is covered is that of the resulting impact of disability. Students explore such issues as the historical evolution of intellectual disability, impact on families, the roles of various professionals as well as the voluntary movement.

Human Service Principles
Students study all aspects of Dr. Wolf Wolfensberger’s teaching about the ways and means of providing people with disabilities a wide variety of opportunities for inclusion, valued roles in society and lives lived with dignity. Not only are these principles instilled throughout most every aspect of the program, they are also taught in a 6 day course entitled PASS, Program Analysis of Service Systems. Students are given a firsthand opportunity to take part in an actual evaluation of a service providing agency. The extensive evaluation provides theory and practical application of the normalization principle as it relates to 50 different criteria. This process allows for students to observe program staff providing feedback to the agency undergoing the evaluation.

Communication and Helping Skills
Students will develop practical skills and a repertoire of strategies to enrich their communication and helping skills. Creating a trusting and caring environment is the foundation of a helping relationship. Students develop basic skills in listening, questioning, responding to feelings, nonverbal communications, clarifying perceptions and creating action plans in the context of a developmental model of helping. Skills are developed from knowledge and theory encompassing psychology and helping approaches with a focus on working with people with intellectual disability and their families. Developing self-awareness and ethical practices are examined. Helping is a blend of knowledge, values and skills. Learning by doing assists students in developing confidence in their ability to both challenge and support.

Self-Awareness
Human service workers must accept that developing and maintaining self-knowledge is a life long challenge. Students will participate in learning activities and experiences which assist them in examining and understanding their feelings, beliefs, values and personality and the impact these variables have on others. They will know when their reactions arise from unresolved issues in their lives, hence they will make mature decisions on when to seek supervision or personal assistance. The goal is to acquire the skills of self-assessment, recognition of personal strengths and limitations, self-disclosure, maintaining emotional stability, managing stress and maintaining appropriate worker - client boundaries.

Develop Professional Ethics and Personal Competencies
A central tenet of professional behavior of a human service worker is the commitment to conduct themselves in a way that integrates human service values and correct conduct. Students will be challenged to put values into action and translate their beliefs into deeds in ways that empower clients. They will come to understand their responsibility by identifying the limits of acceptable behavior and will be guided in processes and skills to identify and resolve ethical dilemmas. Skills in maintaining confidentiality, respecting others values, recognizing legal liability and respecting others’ rights are included. Students will develop and implement a moral and ethical base for decision making. Personal competencies identified by the field such as prepare written communications and deliver presentations, maintain objectivity, take responsible initiatives, accept constructive criticism, postpone self-gratification and work effectively with others are practiced and assessed while in the classroom and on-the-job training.

Normal Growth and Development
This component focuses on the principles and stages of growth and development across the life cycle. Students will gain the knowledge of normal growth and development and have a better understanding of behaviors and needs which are expected to occur at each stage of the life cycle. This will assist the student in identifying signs and symptoms which may indicate potential problems in development. Students will obtain these skills through classroom activities and on-the-job training.

Orient Self to Mental Illness
This component pertains to students having an awareness of the many facets of the mental illness field. This general area of competency addresses the difference between mental health and mental illness, common psychiatric terms, and the DSM IV classification system. Students are exposed to the causes, symptoms, and treatments of a number of mental illnesses, how to identify and respond to self-destructive behavior, and the various areas of rehabilitation. Students will explore such issues as the historical evolution of mental illness, impact on families, the roles of various professionals as well as the voluntary movement.

Health Promotion and Personal Safety
People with disabilities often require some level of personal care assistance in their daily lives. This component of the program is aimed at providing students with a variety of safe and effective care strategies in order to support clients, enhance dignity and encourage maximum independence. Topics covered include Pharmacology, Back Care and Personal Safety, Recognizing the Need for Medical Care, Dealing with Health Hazards, Planning and Implementing Nutritional Practices as well as the Identification and Selection of Physical Support Devices. These courses are offered by a variety of health care experts.

On-the-Job Training (OJT)
The Human Services program offers a wide variety of not-for-pay OJT opportunities to students. Settings for OJT may include schools, group homes, vocational training centres, preschool programs, seniors facilities and mental health agencies. In all there may be up to 25 weeks of on-the-job training throughout the duration of the program. It is important to note that while students may make personal requests regarding their choice of OJT sites, program instructors make the ultimate decision about all student placements, keeping in mind the need to graduate students with a broad range of experiences.

Perform Administrative Duties
This component provides students with an overview of administrative principles and practices, with an emphasis on non-profit human service type organizations. Students will gain knowledge of managing human resources (including management styles, personnel selection and supervision), leadership skills, managing a small business, record-keeping systems, budget preparation and management and various pertinent regulatory codes.

Utilize Current Technology
A career in Human Services often requires basic computer skills. Students need to be comfortable utilizing a computer and its software. They will document significant events, conduct research, maintain a budget, correspond with others electronically, utilize a data processor and work with a database.

Graduate Opportunities

• Government and private agencies including residential settings, educational settings, preschool programs, employment programs and community-support programs
• Graduates are occasionally employed in related areas such as services for people who have a physical challenge, people with mental illness and seniors
• Self employed with private families

Admission Requirements

• Grade 12 or equivalent with credits at or above the general level
• Grade 12 academic English (minimum of 65% or equivalency based on English assessment arranged by Admissions)
• Written verification of a minimum of 50 hours of paid or volunteer work experience, preferably within the last three years, with individuals who are labeled mentally handicapped. Sites may include adult group homes/residences, vocational training centres, special education classes, recreation/summer programs for individuals who have intellectual disability or daycare centres working with children who have special needs. If you are uncertain as to the suitability of the site, please contact program instructors at the listed e-mail addresses.
• Three reference forms, including:
  1. Someone in the field of intellectual disability with whom the applicant has worked
  2. Someone in the field of Human Services
  3. An employer or supervisor with whom the applicant has worked
• Submission of a current Police Records Check
• Current CPR - Basic rescuer Level C and a Standard First Aid certificate from a recognized First Aid/CPR Trainer prior to June 30th. The Occupational Health and Safety Division of P.E.I. will provide a list of current recognized First Aid/CPR Trainers.
• Resume including work and volunteer experience with applicable dates, membership in groups, associations or athletics, awards and distinctions, and any other information about yourself relevant to the program to which you are applying.

If you have any questions concerning the Human Services program, contact: Twilah Stone-tstone@hollandc.pe.ca or Jill Wakelin- kjwakelin@hollandc.pe.ca