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Course Criteria
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3.00 Credits
Explores the decision-making process of families concerning the utilization of financial, personal, environmental, and social resources. Course content focuses on how families develop, exchange, and allocate resources throughout the lifespan. Discusses basic consumer education including an overview of financial products (e.g., insurance, credit cards), as well as laws and policies related to financial management discussed.
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3.00 Credits
Focuses on the history, design, implementation and evaluation of family life education. Explores techniques and technologies that support implementation, outcomes, and course/program promotion. Discusses professional associations, standards, and professional ethics for family life educators.
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3.00 Credits
A study of characteristic developmental changes of human infants and toddlers from birth to approximately 36 months. Participation as teacher assistant in the infant/toddler childcare center provides experience in developmentally appropriate guidance and programming for very young children.
Prerequisite:
Grade of C or better in HDFS 218 and HDFS 310; compliance with current agency regulations; or instructor permission
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3.00 Credits
A study of community agencies and their service to families. Covers advocating for children and families, identifying community agencies that aid families in need, examining the professional code of ethics and ethical decision making, and recognizing signs of trouble within families and referring them appropriately. Community service and agency speakers are integrated into course work. Participation in a community service project is a mandatory part of the course. Completion of this course with a grade of C or better is required for graduation.
Prerequisite:
Grade of C or better in HDFS 218, HDFS 224, HDFS 310, HDFS 315, HDFS 323; compliance with current agency regulation; enrolled in major/minor or instructor permission
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3.00 Credits
An introduction and overview of Infant Mental Health. Focuses on strengths in infants and families, a relational framework for assessment and intervention, and a prevention orientation. Emphasizes an understanding of how principles of infant mental health provide a foundation for working with children and families across settings and disciplines.
Prerequisite:
HDFS 410
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3.00 Credits
Focuses on growth and development of pre-adolescents and adolescents; parenting of adolescents; and adolescents as parents. Special emphasis is given to identifying risk and resiliency factors when working with adolescents and families in the field of human services. A variety of human development theories are examined in an attempt to understand the adolescent from both an individual and a societal point of view.
Prerequisite:
Grade of C or better in HDFS 218 and HDFS 224
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3.00 Credits
An examination of the nature, extent, and significance of parent education and parent involvement.Students become knowledgeable of the diverse and complex characteristics and needs of families.Enables students to identify the interrelationships of home, school, and community agencies toenhance collaboration and cooperation. Students identify methods, programs, and curricula toincrease communication with parents and families.
Prerequisite:
HDFS 323 or Instructor permission
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3.00 Credits
Facilitates the acquisition of special knowledge and competencies needed by successful administrators of human service programs, including proposal writing, budgeting and management, staff selection and training, and program evaluation.
Prerequisite:
HDFS 310
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3.00 Credits
Emphasizes processes and models of family development topics including an understanding of the development and maintenance of interpersonal relationships with an emphasis on how the theoretical frameworks of family studies can aid in this understanding. Focuses on approaches and dynamics of principles related to familial and marital adjustment and coping, with an emphasis on understanding the strengths and weaknesses of families and how family members relate to each other.
Prerequisite:
Grade of C or better in HDFS 224, 310, 323; and enrolled in major or instructor permission
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3.00 Credits
Participation as a teacher assistant in an approved community early care or school age program provides experience in developmentally appropriate guidance and programming for children and youth. Applies principles and concepts from developmental science as the major focus . Emphasizes techniques of planning developmentally appropriate activities and utilizing positive guidance with groups of diverse children .
Prerequisite:
CDFR 310, CDFR 321, compliance with current agency regulations and 90+ credits or instructor permission.
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