This discussion board prompt asks students to share a photo of something positive that is happening in their lives. It was created for use in a fully online human services course during the pandemic to help build community and focus on positive things that were happening during such a difficult time. 

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(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Word Count: 279491

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Growth and development through the lifespan including physical, social, cognitive and neurological development. This course covers topics in each of these areas and provides an overview on subjects such as day care, education, disabilities, parenting, types of families, gender identity and roles, career decisions, illnesses and treatments, aging, retirement, generativity, and dying.

This resource provides human services students with a general review and self-assessment of key terms related to diversity. This overview sets the foundation for advanced work on how to critically implement Human Services Code of Ethics Standards 10 and 11 in their work with clients. STANDARD 10 Human service professionals provide services without discrimination or preference in regards to age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressed groups.STANDARD 11 Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

Projeto de educação e cidadania desenvolvido para assistir jovens e adultos em situações de vulnerabilidades sociais. Estruturado em três frentes: Cursinho Social Pré-ENEM, Preparatório ao Exame de Ordem Unificado, da Ordem dos Advogados do Brasil (OAB) e Empreendedorismo Feminino - Mulheres amazônidas. O projeto é uma atualização das propostas socioeducativas desenvolvidas pelo Ministério Público do Trabalho da 8º Região (Pará e Amapá) e visa democratizar o acesso à educação, cultura e cidadania por meio do preparo ao mercado de trabalho.

The purpose of this curriculum is to heighten the awareness and increase knowledge of child welfare workers, foster care providers, and school staff regarding the educational needs of foster children and to develop specific skills to address those needs and smooth the transition to new school environments in order to avoid unnecessary absences from school caused by transferring to a new foster home. The process requires a three-way collaborative effort between the caseworker, foster care provider, and school staff, and this curriculum provides clear, concise, and practicable actions for all of the responsible professionals to enable them to operate effectively as part of a collaborative team. (209 pages)Berrick, J. D., Ayasse, R. H. (2005).

This module supports the guidelines of the Indian Child Welfare Act. It provides information on overcoming Indian families' fundamental mistrust and engaging families appropriately; how federal Indian policy affects Indian communities: Indian culture, traditions, family, and child rearing; the role of extended family systems and community networks for reservation and non-reservation Indians; the premise and guidelines of the ICWA and related federal and state laws that govern the implementation of the ICWA: the notion that the best interests of the Indian child are served by the tribes; collaborating with tribal workers; the role of cultural factors in risk assessment of Indian child welfare cases; community resources and skills in networking within the Indian community and within rural Indian community settings; skills in a variety of social work methods; and the differences between particular tribes. (236 pages)Becker, I., Daly, D., Gross, B., Robertson, G., Robinson, M., Casey, D., et al. (2000).

This page hosts training materials associated with the Northern Academy's Integrated Core Practice Model (ICPM) training. 

This project provides a comprehensive overview of interagency collaboration in child welfare practice: it's three modules address the what, where, why, when, who, and how of collaborative practice; define collaboration in this context; provide a sound rationale for developing collaborations; outline strategies for overcoming barriers; explain the various stakeholders and systems involved; and describe the skills needed to build effective collaborations. The curriculum can be used on its own, or to augment existing courses or training sessions, and incorporates newly developed competencies on interagency collaboration in addition to CalSWEC core competencies. (149 pages)Black, J. (1998).

This curriculum was designed to teach social workers how to convey their knowledge of human development to the professionals who work with them in the field of child welfare. The five modules teach the principles of interprofessional collaboration, team building, communication styles, working with families in interprofessional teams, and addressing the interdisciplinary problems with which families and children have to cope. (188 pages)Rector, C., Garcia, B., & Foster D. (1997).

Dieses Übungsblatt führt in Intersektionalität und Habitusreflexivität ein. Die enthaltenen Übungen dienen dem Verständnis und der Vertiefung.This exercise sheet is an introduction to intersectionality and habitus reflexivity. It contains tasks that support a deeper understanding.

This book is intended as a resource for anyone working with young people in challenging circumstances. Many say that all young people today are at risk: as moving from childhood, through teenage-hood to adulthood, is a journey full of challenges, risks and dangers.This book is also aimed at those who are already working with, or intending to work with men and young men, especially with the aim of setting up community-based mentorship support programmes.

This course entitled “Introduction to Assitive Technology Typesand Categories" was prepared and designed by Mada Center, Qatar. It is part of the program : "Introduction to ICT Accessibility and Inclusive Design".

In this course, you will learn about opportunities in behavioral health and human services through career explorations, self-assessments, and charting your personal academic and professional plan. You will also learn about mental health disorders and first responder skills in a mental health crisis.

This is a comprehensive overview of eating disorders and associated issues, containing 13 chapters and aimed at an undergraduate psychology or sociology audience.

Short Description:
This Introduction to Field Placement resource includes three interactive online modules designed to prepare community services students, specifically Child and Youth Care students, for field placement. The modules are: Professionalism, Cultural Competence, and The Self.

Long Description:
This Introduction to Field Placement resource includes three interactive online modules designed to prepare community services students, specifically Child and Youth Care students, for field placement. The modules are: Professionalism Cultural Competence The Self

This Introduction to Field Placement resource includes three interactive online modules designed to prepare community services students, specifically Child and Youth Care students, for field placement. The modules are: Professionalism, Cultural Competence, and The Self Each module is designed to augment the content delivered in students’ face-to-face classes. Students will work through the material online and then connect their learning to in-class discussions. With this resource, learners will practice new skills, techniques, and critical thinking in a virtual environment. The modules and interactive activities have the potential to improve the learners’ retention of knowledge and promote active learning, problem-solving, and critical thinking skills.

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This resource provides access to the Northern Academy's Introduction to Mental Health course for child welfare social workers. If you would like to learn more about the Northern Academy and courses offered, please visit the Academy website at www.humanservices.ucdavis.edu/academy.