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Grad. Studies Home

Student Learning Outcomes: MHS Program

Values/Ethics Dimension

GOAL: MHS graduates will demonstrate an understanding of the role of values/ethics in human services and conduct themselves according to appropriate professional ethics in their workplace.

Objectives
Competency Unit I. Students will be able to

  •  Identify and list values represented in ethical systems from a variety of contexts and traditions (European, American, Asian, African).
  • Identify their personal values and be able to articulate how their value systems inform and influence their professional practices.

Competency Unit II. Students will be able to

  • Formulate policy in regard to client interaction as well as agency policy in matters of professional ethics.

Competency Unit III. Students will be able to

  • Identify the difference among the terms beliefs, values, attitudes and ethics.
  • Compare and contrast  0% consensus and 100% consensus, authoritarian beliefs and matter of taste beliefs.
  •  Identify attitude variables in cross group communications such as language, body coding, socio-cultural variables such as income, education, geography, religion and the impact of history and world view.
  •  Define instrumental and terminal values and list their top five values in each category.
  • Define institutional racism, sexism, ageism

Competency Unit IV.  Students will be able to

  • Identify and describe major theories of prejudice.
  • Apply ethical principles to the planning and implementation of a change. project while describing the values of empowerment, justice and freedom.
  • Contrast relational ethics of might's  and could's  with traditional ethics of ought's  and should's.

Competency Unit V.  Students will be able to

  • Identify and define Helms and Cross stages of cultural identification and the interaction between them.
  • Identify the trends of workforce 2020 and hypothesize implications.
  • Analyze their individual change project by reviewing the ethical decisions and interventions.

Psychology Dimension

GOAL: MHS graduates will demonstrate an understanding of psychological theory and its impact on individual, group, organizational and community change.

Objectives:

Competency Units I/II. Students will be able to

  • Follow the steps in the scientific method.
  • Accurately interpret a research article from a professional psychology journal.
  • Demonstrate mastery of the major theories of human development by applying them to their own life.

Competency Unit III. Students will be able to

  • Demonstrate an understanding of groups as small systems through in-class and out-of-class group projects.
  • Demonstrate an understanding of the functionality within groups including roles and dimensions of through in-class and out-of-class group projects.
  • Demonstrate knowledge of how to use group dynamics effectively

Competency Units IV/ V.  Students will be able to

  • Demonstrate a systematic approach to understanding the context, nature, and dimensions of change as they relate to organizational behavior and programs.
Sociology/Systems Dimension

 

GOAL:  MHS graduates will identify the principles of systems theories and other social science models and demonstrate ability to apply those principles to bring about meaningful systems change.

Objectives:

Competency Unit I. Students will be able to

  • Demonstrate an understanding of how a general knowledge of human service systems applies to a particular service.
  • Understand the self as a human system interfacing with other specific systems which furnished resources for self-help as a function of self-directed lifelong learning.
  • Demonstrate an understanding of the systematic structure of the MHS program and incorporate it into the students learning plan using systems models.
  • Describe and analyze an array of complex organizational systems designed to develop the "professional self" of the student.
  • Define and illustrate the concept of social change and resource utilization as applied to social change.

Competency Unit II. Students will be able to

  • Demonstrate a working knowledge of several social problems, which have precipitated the establishment of formal human service helping mechanisms.
  • Demonstrate a working knowledge of the major socio-economic, political ideologies (conservative, liberal, moderate and radical) as well as the relevant sociological perspectives for interpreting and analyzing human behavior.
  • Apply knowledge of human systems to the "real world" of the human service work.
  • Demonstrate an understanding of a variety of human service delivery systems: Helper, Client, Target, and Action systems.

Competency Unit III. Students will be able to

  • Demonstrate an understanding of general systems theory and illustrate its utility as a model for interpreting group behavior.
  • Discuss and clarify the merits of an interdisciplinary approach for working within groups and at the interface of groups and larger social systems.
  • Describe and explain the interplay of social forces and mechanisms that impinge upon and determine the evolution of groups in human service settings.
  • Distinguish differences in orientation, style, and patterns of behavior between a group that represents a relatively open system and one that represents a relatively closed system.
  • Cite specific behaviors within a group to illustrate the following concepts: internal-external system, subsystem, boundary, homeostasis entropy.
  • Indicate both the advantages and disadvantage of the intra-group and inter-group conflict.

Competency Unit IV. Students will be able to

  • Describe and explain the open systems framework and the necessity for building responsive and adaptive organizations.
  • Map out the agency’s tasked environment, identifying key elements for formulating effective strategic management initiatives.
  •  Demonstrate an understanding of the interagency collaboration, resource sharing, and conflict management.
  • Elucidate their master’s project and host organization in systems theory terms identifying specific open systems factors and trade-offs in consumer/customer decision-making including clients, policymakers, funders, and community power brokers.
  • Describe pertinent social, political, cultural, economic, and technological macro trends and indicate how each trend impinges upon the agency and a project.
  • Define each component of the marketing mix relating it to various exchange transactions used to promote agency viability and responsiveness.
  • Define strategic planning using examples to illustrate its application for agency & project.

Competency Unit V. Students will be able to

  • Examine and apply principles of conflict management, interest groups, and reference groups as applied to organizational and social change.
  • Identify environmental pressures threats and opportunities illustrating how they impact upon the student's agency.
  • Define and apply facilitative, re-educational, persuasive and power strategies to the process of organizational and social change.
  • Demonstrate how the Diffusion and Innovation concepts can be used to analyze change initiative.
  • Demonstrate an understanding of force field analysis as a tool for mapping out forces that impinge upon change initiatives, using graphic representations along with the appropriate narrative explanation and definitions.
  • Compare and contrast a variety of change models highlighting the advantages and the disadvantages of each.
Skills Dimension

GOAL:  MHS graduates will demonstrate master’s level skills in professional writing, direct service provision, and program planning/management/evaluation.

Objectives:

Competency Units  I & II.  Students will be able to

  • Demonstrate foundation-level academic writing skills by writing clearly organized, grammatical, short academic essays  following APA style guidelines for abstracts, citations and reference lists.
  • Demonstrate at least 10 attending skills.
  • Demonstrate an understanding of the “helping” relationship process (beginning, middle, ending) by describing it accurately in a written analysis of a personal helping project.
  • Formulate goals and objectives relevant to program conceptualization/identification.
  • Demonstrate the qualities of an effective helper in order to order to understand the client’s world view.
  • Demonstrate an understanding of various theoretical frameworks related to the individual helping relationship.

Competency Unit III. Students will be able to

  • use social research concepts and terminology in class discussions and written papers.
  • demonstrate knowledge of four different needs assessment data collection methods.
  • demonstrate knowledge of ethical issues in social science research
  • apply two needs assessment data collection methods.
  • demonstrate knowledge of the different sampling procedures.
  • use basic concepts in questionnaire construction to design an instrument appropriate for needs assessment research.
  • write a proposal for a needs assessment which will include a problem statement, research questions, and methodology.

Competency Unit IV. Students will be able to

  • manage raw data and conduct data analysis in statistical software package
  • identify the steps and components involved in conducting and reporting a needs assessment.
  • write a needs assessment report which involves analyzing, presenting and interpreting data, and making recommendations based on the findings.
  • formulate an action plan for project development and management with the following components
  • program goals
  • program objectives
  • planning tools, including a logic model
  • program description
  • program resources and budget
  • program time frame
  • program monitoring and evaluation measures.
  • implement a social project pilot.
  • develop and employ measures for project monitoring and evaluation.
  •  demonstrate with proficiency writing skills and the APA format.

Competency Unit V. Students will be able to

  •  describe evaluation methodology based on basic evaluation research theory.
  • collect quantitative and qualitative data to evaluate the change project.
  • analyze, interpret and present the evaluation data collected.
  • describe the components of a funding proposal.
 
Field Integration Dimension

GOAL:  MHS graduates will demonstrate a practical and theoretical knowledge of the human service field and the skill sets appropriate to the helping professions.

Objectives:

Competency Units I--V.  Students will be able to

  • Document a professional level of skills and knowledge.
  • Make effective oral presentations.
  • Demonstrate practical applications of interpersonal, intrapersonal, and action-research skills.
  • Write a major interdisciplinary document analyzing a work- or community-based project using  relevant theories of psychology, ethics, systems and social science research.