Careers in Social & Human Services
Child & Family Studies
AAS-T Degree or Certificate
Program Curriculum
| Human Services Core (13 Credits) | Cr | |
| SHS 103 | SURVEY OF INSTITUTIONS | 5 |
| Intro to social welfare institutions. Explores common social problems such as poverty, homelessness, substance abuse, racism, sexism. Emphasis on social systems set up to solve these problems. Use critical thinking skills in analysis of issues, presentation of quantitative information and interpretations of statistics on local community issues and concerns. | ||
| SHS 106 | PRINCIPLES OF INTERVIEWING AND COUNSELING | 5 |
| Intro to interviewing and basic counseling skills. Exploration of personal values, motivations, biases and needs. Development of beginning-level counseling skills and awareness of unique qualities each brings into the helping profession. | ||
| SHS 108 | GROUP DYNAMICS & COUNSELING | 5 |
| Intro to group work, including group processes, communication patterns, group and individual goal-setting, leadership and decision-making. Includes group participation, role-playing and simulations. | ||
| SHS 197 | FIELD PLACEMENT: SOCIAL AND HUMAN SERVICES | 5 |
| Work experience in human services agencies, with individual and group supervision provided by agency professionals to share experiences and further develop work-related skills. | ||
| Related Instruction (20 Credits) | Cr | |
| ENGL&101 | ENGLISH COMPOSITION | 5 |
| (Formerly ENG 101 - Composition) Intro to the writing process. Writing assignments focus on non-fiction prose, with subject matter drawn from first-hand experience and observation. | ||
| HUM 105 | INTERCULTURE COMMUNICATION | 5 |
| Interdisciplinary focus on the role of languages and culture in effective intercultural communication including values, patterns, history and attitudes that create and sustain cultures. Emphasis on skills and empathy gained from the study of diverse cultures through literature, theory and guest lecturers. | ||
| PSYC&200 | LIFESPAN PSYCHOLOGY | 5 |
| (Formerly PSY 206 - Developmental Psychology) Survey of human physical, psychological, and social development from conception through death. Emphasis on major developmental theories, research and research methods of studying life-span development. | ||
| SOC& 101 OR | INTRODUCTION TO SOCIOLOGY | 5 |
| (Formerly SOC 110 - Survey of Sociology) Covers human social interaction with emphasis on group aspects of human behavior. Includes culture, socialization, family, education, urbanization, gender roles, social class, deviance, race, sexuality, demography and social change. | ||
| SOC 250 | MARRIAGE, FAMILY AND INTIMATE RELATIONSHIPS | 5 |
| Child & Family Specialization (12 Credits) | Cr | |
| CFS 110 * | DEVELOPMENTALLY APPROPRIATE ACTIVITIES ENVIRONME | 3 |
| Intro to working with children and their families to design safe, healthy, inviting, culturally relevant and anti-bias learning environments for children and family members. | ||
| CFS 120 * | PHYSICAL & INTELLECTUAL DEVELOPMENT | 3 |
| Examines physical, cognitive, creative and linguistic developmental needs and stages of children birth through 12, and methods and strategies for planning for holistic development. | ||
| CFS 130 * | SOCIAL/EMOTIONAL DEVELOPMENT | 3 |
| Covers the social, emotional, self-esteem and cultural identity developmental needs and stages of children birth through 12, and methods and strategies for planning for holistic development. Addresses guidance and managing difficult behavior. | ||
| CFS 245 * | PARTNERSHIPS WITH DIVERSE FAMILIES | 3 |
| Focuses on strategies, conceptual frameworks and culturally relevant approaches to parent education and support. Explores methods of building partnerships with parents. Emphasis on cultural relevancy and anti-bias strategies for parents and issues facing urban families. | ||
| School-Age Children, Youth & Families | Cr | |
| CFS 145 | ACTIVITIES TO FOSTER DEVELOPMENT SCHOOL AGE YEAR | 3 |
| Examines physical, social, emotional, cognitive and moral development of school-age children (ages 5-14) within social and cultural contexts including the family, peer group and community. Covers individual differences, typical issues and areas of concern. Includes roles of practitioners and history and philosophies of various program models. | ||
| CFS 155 | DEVELOPMENT DURING THE ADOLESCENT YEARS | 3 |
| Examines early, middle and late adolescent (ages 12-21) development within social and cultural contexts including family, peer group and community. Explores issues youth face, youth culture and values, cultural responses to coming of age and rites of passage. Includes roles of practitioners and history and philosophy of various program models. | ||
| CFS 180 | GUIDING BEHAVIOR & SOCIAL DEV SCHOOL AGE AND AD | 3 |
| Examines theories of social-emotional development (ages 5-18), learning styles and application to diverse guidance strategies. Explores self-esteem, group belonging, cultural identity and diverse familial patterns. Examines both typical development and challenges youth face which may affect their development and behaviors. | ||
| CFS 208 | PLANNING & SPACE DESIGN FOR SCHOOL-AGE & YOUTH | 3 |
| Theoretical and practical examination of successful, diverse, culturally relevant and anti-bias environments. Includes facility design, appropriate materials, family involvement, programming and activities. Applicable to recreation, tutoring, health, education, social services, cultural arts and before/after school environments. Includes on-site visits to programs. | ||
| CFS 215 | MATH AND SCIENCE WITH YOUNG CHILDREN | 3 |
| Explores the many ways young children integrate math and science concepts into their daily lives and how to support their classroom learning. Emphasis on promoting cognitive development and overcoming traditional biases, which have been barriers for girls and children of color in science and math. | ||
| CFS 223 | PHYSICAL DEVELOPMENT IN SCHOOL AGE/YOUTH PROGRAM | 2 |
| Explores strategies and methods for incorporating cooperative games, sports, dance, creative movement and leadership development into youth programs. Examines and expands movement repertoire, coaching and mentoring skills and culturally diverse approaches. | ||
| CFS 228 | CHILDHOOD/ADOLESCENT SEXUALITY & EDUCATION | 3 |
| Explores biological sexual development and culturally specific responses to myths and misinformation common among children, youth and families. Covers strategies for incorporating accurate, culturally sensitive information with families and their school-age children and youth. Explores issues of sexual identity: gender roles, heterosexuality and homosexuality, sexual stereotypes and the impact of the media. Examines responses to teen pregnancy and sexual abuse. | ||
| CFS 252 | VIOLENCE PREVENTION | 3 |
| Examines the nature of violence in our community, including institutionalized violence, media violence, domestic violence and gangs. Covers impact of prevention programs, strategies, riculums and methods for community building and empowerment. | ||
| Program Development & Management | Cr | |
| CFS 290 | BUDGET AND FINANCE | 4 |
| Covers budget design and monitoring; money, credit and financial statements; bookkeeping and financial planning; taxes and other legal requirements; computer applications; fees and other revenue sources; grant writing and fund raising; the budget/quality link. | ||
| CFS 296 | ||
| Additional Courses | Cr | |
| CFS 225 | ASSESSMENT & PROGRAMMING | 3 |
| Covers assessing the needs of a particular child, family, agency, or community, then developing a program addressing these needs. Use of Portfolio Assessment. Gain understanding of how the needs identified relate to a larger societal context. Covers Participatory Action Research as a model (AACCTF) for assessing needs, as well as culturally relevant assessing and programming. | ||
| CFS 263 | CHILDREN WITH DISABILITIES | 3 |
| Focuses on the social, emotional, physical, legal, historical and environmental issues which may affect children and youth with disabilities and their families. | ||
| CFS 270 | CHILD AND FAMILY HEALTH | 3 |
| Includes impacts of environmental stresses and toxins, access to health care, preventative health, safety issues in childhood, violence in society, childcare issues, nutrition, bias and other issues impacting families. Focuses on ways families, agencies and communities can work together to resolve these issues. Meets Washington state requirements for HIV/AIDS training, CPR/First Aid and Children?s Health and Immunization recordkeeping. | ||
| CFS 280 | METHODS CULTURAL RELV/ANTI-BIAS:CHILD & FAMILIES | 3 |
| Specific strategies for working with both European-American families and families of color and the impact of racial, cultural, homophobic, gender, age and economic class bias on children and families. Covers teaching children to resist bias and understand and deal with rejection. | ||
| CFS 284 | LITERACY DEVELOPMENT FOR CHILDREN & FAMILIES | 3 |
| Covers practical strategies for early, continued and adult literacy development. Covers models of family literacy and literacy development for children who are non-native English speakers. | ||
| CFS 299 | S.T.A.R.S. SEMINAR | 2 |
| Meets the new 20-hour requirement and learning outcomes for Washington State Training and Registry System (S.T.A.R.S.). Covers child growth and development, child guidance, health and safety, and professionalism based on the Adult-Size Guide to Child-Sized Environments, the Child Care Licensing Handbook. | ||
* These four courses may be used to meet the educational requirements needed for a Child Development Associate (CDA) credential, which is administered by the Council for Early Childhood Professional Recognition. All classes provide appropriate education that can apply towards these requirements.
Total Program Credits: 45
Note: In order to successfully complete the certificate, a 2.0 grade or better is required in all child and family studies specialization, human services core, and related instruction courses. Students wishing to take selected courses in the social and human services specialization area should meet with the division counselor.
Students may choose to graduate either under the program of study requirements stated in the college catalog at the time they first enter this program, or under the requirements listed in the catalog in effect at the time they apply for graduation-unless more than five years have elapsed since the student entered the program, and providing that the courses required for completion are still offered.