Family Support Services
2019-20 Family Support Services (PDF)
Associate of Applied Science Degree
Courses for this Program
About the Program
The Family Support Services program is designed to provide pre-employment training and education for entry-level family support workers through classroom studies and practical training. Graduates may serve families as family advocates, home visitors, parent educators, or family outreach workers, among other occupations. Coursework for this program spans the disciplines of human services and early childhood development to provide a strong base for work with children and families in a variety of settings. It is designed to accommodate both full- and part-time
students and those currently employed in the field. Embedded within the program is training which meets requirements for community health worker certification through the Oregon Health Authority.
Some courses in this program may not transfer to other institutions. Students intending to transfer should seek advisor assistance to determine transferability.
Program Learning Outcomes
The curriculum in RCC courses is derived from a set of identified learning outcomes that are relevant to the discipline. Program learning outcomes for family support services programs are:
Demonstrate understanding of children's characteristics and needs.
Know about, understand, and value the importance and complex characteristics of children's families and communities.
Support and engage families and communities through respectful, reciprocal relationships.
Establish rapport and a supportive alliance with families through the demonstration of empathy, genuineness, congruence, and unconditional positive regard.
Involve families and communities in their children's development and learning.
Understand positive relationships and supportive interactions as the foundation of their work with children and families.
Exhibit sensitivity and insight into the wide variety of problems in living experienced by individuals and groups in contemporary society.
Demonstrate clinical skills of screening, assessment, treatment planning, termination and referral, including documentation and record management.
Apply principles of ethical decision making and practice ethical behavior in relation to self and others within the helping relationship.
Integrate knowledgeable, reflective, and critical perspectives on working with families.
Function effectively as a member of a team in providing services, designing programs, and working collaboratively among agencies and organizations for the benefit of families and the community.
Engage in continuous, collaborative learning to inform practice as well as pro-active self-care.
Engage in informed advocacy and education on behalf of children and families.
Exhibit interpersonal skills and be able to facilitate groups as well as work with individuals one-on-one.
Entry Requirements
Students are required to complete the Placement Process to determine skill level and readiness in math, reading, and writing. As part of their training program, students must begin with the courses within their skill level as determined through the Placement Process. In addition, students may also be required to enroll in classes that would increase their employability and success.
Many courses in this department require participation in community schools, programs, and agencies for observation and practicum experiences. Some of these sites may require a background check in order for a student to participate. Future employment serving children and families will require a background check. Students may wish to consider going through a background check process to be ready for potential observation, practicum, and employment experiences – check with your Early Childhood and Elementary Education advisor for additional information.
Advanced Standing
Coursework from accredited colleges and universities will be accepted in accordance with college policies and the Early Childhood and Elementary Education Department chair’s approval. In order to ensure that coursework is current, program courses over 10 years old must be reviewed and approved by the appropriate department chair before being accepted toward core requirements. Each College Now credit student must meet with the Early Childhood and Elementary Education Department chair to determine placement.
Graduation Requirements
To graduate, students must complete all courses in this program with a grade of “C” or better. Certain prerequisite courses are graded on a pass/no pass basis only. A grade of “P” for these courses indicates a student earned the equivalent of a “C” or better grade.
Prerequisites |
||
Course No. |
Course Title |
Credits |
CS/CIS | Approved 3-4 credit Computer Science or Computer Information Science class, CS/CIS120 or above or documented computer proficiency within the past ten years.1 | 0-4 |
PSY101 | Psychology of Human Relations 1 | 3 |
WR115 | Introduction to Expository Writing or BT113 Business English I or designated placement test score |
0-4 |
Total Prerequisite Credits | 3-11 | |
First Year Required Courses |
||
Course No. |
Course Title |
Credits |
First Term |
||
ECE125 | Early Childhood Development | 3 |
LIB127 | Introduction to Academic Research or LIB101 Introduction to Information Literacy |
1 |
PSY201 | General Psychology I | 4 |
SOC243/CJ243 | Drugs, Crime and Addiction | 4 |
WR121 | English Composition I or BT114 Business English II | 4 |
16 | ||
Second Term |
||
HE250 | Personal Health or HPE295 Health and Fitness for Life |
3 |
HS155 | Interviewing Theory and Techniques | 4 |
MTH63 | Applied Algebra I or MTH60 Fundamentals of Algebra I or BT160 Business Math I or higher level math |
4 |
PSY202 | General Psychology II | 4 |
15 | ||
Third Term |
||
ECE151 | Guiding Children in Group Settings | 3 |
ECE242 | Parent Education and Family Support | 3 |
ECE275 | Anti-bias Education or SOC213 Race and Ethnicity in the U.S. |
3-4 |
HS158 | Trauma-informed Care: Theory and Practice | 3 |
PSY215 | Lifespan Human Development | 4 |
16-17 | ||
Total First Year Credits | 47-48 | |
Second Year Required Courses |
||
Course No. |
Course Title |
Credits |
Fourth Term |
||
ECE245 | Promoting Social/Emotional Development of Young Children | 3 |
ECE258 | Early Childhood Home Visitation | 3 |
HDFS260 | Child Abuse and Neglect | 3 |
HS201 | Family Dynamics | 3 |
HS210 | Motivational Interviewing | 3 |
HS261 | Human Services Practicum and Seminar | 3 |
18 | ||
Fifth Term |
||
ECE265 | Children at Risk | 3 |
HS175 | Ethics for Counselors | 1 |
HS260 | Group Counseling | 4 |
HS261 | Human Services Practicum and Seminar | 3 |
HS266 | Crisis Intervention Strategies | 3 |
Approved program elective | 0-4 | |
14-18 | ||
Sixth Term |
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HC100 | Community Health Worker | 6 |
HS261 | Human Services Practicum and Seminar | 4 |
SP111 | Fundamentals of Public Speaking or SP115 Intercultural Communication or SP218 Interpersonal Communication |
4 |
Approved program elective | 0-4 | |
14-18 | ||
Total Second Year Credits | 46-54 | |
Total Program Credits | 93-102 | |
Approved Program Electives |
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Course No. |
Course Title |
Credits |
ECE161 | Infant/Toddler Development | 3 |
ECE163 | Preschool/Primary Development | 3 |
ECE243 | Promoting Child Health and Physical Development | 3 |
ECE246 | Child, Family and Community | 3 |
ECE248 | Children with Disabilities and Their Families | 3 |
ECE266 | Spanish for Early Childhood/Elementary Professionals | 3 |
FR101, FR102, FR103 | First Year French I, II, III | 4-4-4 |
PHL101 | Philosophical Problems | 4 |
PHL102 | Ethics | 4 |
PHL103 | Critical Reasoning | 4 |
PSY219 | Introduction to Abnormal Psychology | 4 |
PSY228 | Introduction to Positive Psychology | 4 |
PSY231 | Human Sexuality | 3 |
SOC204 | Introduction to Sociology | 4 |
SOC205 | American Society | 4 |
SOC218 | Sociology of Gender | 4 |
SOC225 | Social Problems | 4 |
SOC235/HST259 | The Chicano/Latino Historical Experience | 4 |
SPAN101, SPAN102, SPAN103 | First Year Spanish I, II, III | 4-4-4 |
WR110 | Understanding English Grammar | 2 |
1 Required for graduation.
For more information contact the Early Childhood and Elementary Education Department:
Grants Pass or Medford: 541-245-7504
Toll free in Oregon: 800-411-6508, Ext. 7504
email: ecee@roguecc.edu
Web address: www.roguecc.edu/ecee
TTY: Oregon Telecom Relay Service, 711