Family Support Services
2020-21 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:
Exhibit understanding of a two-generation approach in creating healthy, stable, and attached families.
Effectively demonstrate understanding that positive reciprocal relationships are the foundation of work with children and families and demonstrate empathy and genuineness in the establishment of supportive partnerships.
Demonstrate an understanding of children’s developmental characteristics and needs in context and the importance of fostering family and community engagement to promote children’s positive development.
Function effectively as a member of a team in providing services, designing programs, and integrating knowledgeable, reflective, and critical perspectives on working with families.
Demonstrate effective collaboration with other agencies and organizations working and advocating for the benefit of families.
Demonstrate an understanding of ethical decision making principles and practices within the helping relationship.
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 |
| CIS/CS | Approved Computer Information Science or Computer Science class, CIS120/CS120 or above or documented computer proficiency within the past ten years1 | 0-2 |
| PSY101 | Psychology of Human Relations 1 | 3 |
| WR115 | Introduction to Expository Writing or BT113 Business English I or designated placement score |
0-4 |
| Total Prerequisite Credits | 3-9 | |
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 |
||
| ECE151 | Guiding Children in Group Settings | 3 |
| HE250 | Personal Health or HPE295 Health and Fitness for Life |
3 |
| HS155 | Interviewing Theory and Techniques | 4 |
| PSY202 | General Psychology II | 4 |
| 14 | ||
Third Term |
||
| ECE275 | Anti-bias Education or SOC213 Race and Ethnicity in the U.S. |
3-4 |
| HC100 | Community Health Worker | 6 |
| HS158 | Trauma-informed Care: Theory and Practice | 3 |
| PSY215 | Lifespan Human Development | 4 |
| 16-17 | ||
| Total First Year Credits | 46-47 | |
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 |
| 14 | ||
Sixth Term |
||
| COMM111 | Fundamentals of Public Speaking or SP115 Intercultural Communication or SP218 Interpersonal Communication |
4 |
| ECE242 | Parent Education and Family Support | 3 |
| HS261 | Human Services Practicum and Seminar | 4 |
| MTH63 | Applied Algebra I or MTH60 Fundamentals of Algebra I or BT160 Business Math I or higher level math |
4 |
| Approved program elective | 0-4 | |
| 15-19 | ||
| Total Second Year Credits | 47-51 | |
Total Program Credits |
93-98 | |
Approved Program Electives |
||
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
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