Policies and Standards and Guidelines for the Bachelor in Human Services (BHumServ) Program

May 11, 2017

CHED MEMORANDUM ORDER NO. 033-17

 

In accordance with the pertinent provisions of Republic Act (RA) No. 7722, otherwise known as the "Higher Education Act of 1994," in pursuance of an outcomes-based quality assurance system as advocated under CMO No. 46 s. 2012 entitled "Policy Standards to Enhance Quality Assurance (QA) in Philippine Higher Education Through an Outcomes-Based and Typology-Based QA," and by virtue of Commission en banc Resolution No. 231-2017 dated March 28, 2017, the following policies, standards and guidelines (PSGs) are hereby adopted and promulgated by the Commission.

ARTICLE I

Introduction

SECTION 1. Rationale. —

Based on the Guidelines for the Implementation of CMO No. 46 s. 2012, this PSG implements the shift to learning competency-based standards/outcomes-based education. It specifies the core competencies expected of Bachelor in Human Services graduates regardless of the type of HEI they graduate from. However, in recognition of the spirit of outcomes-based education and of the typology of HEIs, this PSG also provides ample space for HEIs to innovate in the curriculum in line with the assessment of how best to achieve learning outcomes in their particular contexts and their respective missions.

ARTICLE II

Authority to Operate

SECTION 2. Government Recognition. —

All private higher education institutions (PHEIs) intending to offer Bachelor in Human Services must first secure proper authority from the Commission in accordance with this PSG. All PHEIs with an existing Bachelor in Human Services or similar program in Guidance and Counseling are required to shift to an outcomes-based approach based on this PSG. State universities and colleges (SUCs), and local universities and colleges (LUCs) should likewise strictly adhere to the provisions of these policies and standards.

ARTICLE III

General Provisions

Per Section 13 of RA 7722, the higher education institution shall exercise academic freedom in its curricular offerings but must comply with the minimum requirements for specific academic programs, the general education distribution requirements and the specific professional courses.

SECTION 3. The Articles that follow give minimum standards and other requirements and prescriptions that all HEIs must adopt. The minimum standards are expressed as a minimum set of desired program outcomes which are given in Article IV, Section 6. The CHED designed a curriculum to attain such outcomes. This curriculum is shown in Article V, Section 9 as a sample curriculum. The number of units of this curriculum is herein prescribed as the "minimum unit requirement" under Section 13 of RA 7722 (Higher Education Act of 1994). In designing the curriculum the CHED employed a curriculum map which is shown in Article V, Section 10 as a sample curriculum map.

Using a learner-centered/outcomes-based approach the CHED also determined the appropriatecurriculumdeliverymethods shown in Article V, Section 11. The sample course syllabi given in Article V, Section 12 show some of these methods.

Based on the curriculum and the means of its delivery, the CHED determined the physical resource requirements for the library, laboratories and other facilities and the human resource requirements in terms of administration and faculty (See Article VI).

SECTION 4. In recognition of the HEIs' vision, mission and contexts under which they operate, the HEIs may design curricula suited to their own needs. However, the HEIs must demonstrate that the same leads to the attainment of the required minimum set of outcomes as shown in Article IV, Section 6 and their proposed additional program outcomes. In the same vein, they have latitude in terms of curriculum delivery and in specifying and deploying human and physical resources as long as they attain the program outcomes and satisfy program educational objectives.

The HEIs can use the CHED Handbook on Typology, Outcomes-Based Education, and Institutional Sustainability Assessment (2014) as a guide in making their submissions for Sections 17, 18 and 19 of Article VII.

ARTICLE IV

Program Specifications

SECTION 5. Program Description. —

5.1 Degree Name

The degree program described herein shall be called Bachelor in Human Services (BHumServ).

5.2 Nature of the Field of Study

To live happy and meaningful lives, people should be able to understand themselves, relate well with others, make healthy adjustments, form decisions, and solve problems. While many people can do these functions on their own, many others look for assistance in these areas from persons who are willing and capable of helping them. Human services personnel is a generic term for people who hold professional jobs in such diverse settings as educational institutions, industrial settings, community mental health centers, and family, child, and youth service agencies, specifically to help in providing such assistance.

The field of Human Services is broadly defined, uniquely approaching the objective of meeting human needs through a multidisciplinary knowledge base, focusing on prevention as well as remediation of problems, and maintaining a commitment to enrich the overall quality of life of service populations. The Human Services profession is one which promotes improved service delivery systems by addressing not only the quality of direct services, but also by seeking to advance accessibility, accountability, and coordination among professionals and agencies in service delivery.

Depending on the employment setting and the kinds of clients served, job titles and duties vary a great deal. The primary purpose of the human service worker is to assist individuals and communities to function as effectively as possible in the major domains of living. A strong desire to help others is an important consideration for a job as human services personnel. Other important personal traits include patience, understanding, effective communication skills, a strong sense of responsibility, and the ability to manage time efficiently.

5.3 Program Goals

The bachelor's program in human services prepares its graduates for careers in various settings such as schools, business and community, as well as future careers as professional counselors.

5.4 Specific Professions/Careers/Occupations for Graduates

The professions/careers/occupations that graduates of this program may go into are: CAIHTE

5.4.1 Learning institutions (training, academic planning, group facilitation, program development and evaluation, educational assessment, educational research, educational placement);

5.4.2 Business and organization (training, program development and evaluation, research, career planning and placement); and other jobs in the Business Processing Outsourcing (BPO) industries; and

5.4.3 Community (training, group facilitation, program development and evaluation, research, career planning and development).

 Graduates of this program may pursue a master's degree in counseling to qualify them for the Licensure Examination for Guidance Counselors required by the Professional Regulations Commission (PRC).

5.5 Allied Fields

The allied programs for the Bachelor in Human Services are: Counseling, Psychology, Social Work, Education, Criminal Justice Education, Public Administration, and Health Related Services.

SECTION 6. Program Outcomes. —

The minimum standards for the Bachelor in Human Services program are expressed in the following minimum set of learning outcomes:

Common to all programs in all types of schools

• The ability to engage in lifelong learning and understanding of the need to keep abreast of the developments in the specific field of practice. (Philippine Qualifications Framework or PQF level 6 descriptor);

• The ability to effectively communicate orally and in writing using both English and Filipino;

• The ability to work effectively and independently in multi-disciplinary and multi-cultural teams. (PQF level 6 descriptor);

• A recognition of professional, social, and ethical responsibility; and

• An appreciation of "Filipino historical and cultural heritage" (based on RA 7722).

Common to Social Sciences and Communication

Graduates of the Social Sciences and Communication programs are able to:

• Understand and apply social science concepts and theories to the analysis of social issues;

• Design and execute social research using appropriate approaches and methods; and

• Practice professional and ethical standards in the fields of social sciences and communication.

Specific to the Bachelor in Human Services Program

The Bachelor in Human Services program shall provide the Philippines and other countries beyond it with graduates who are equipped to perform basic human services in educational institutions, community and industry as human services personnel/assistant, intervention design assistant or training assistant.

Graduates of the Bachelor in Human Services program shall be able to:

• Describe the nature of human systems: individual, group, organization, community and society, and their major interactions (Knowledge in Human Services);

• Explain the conditions which promote or limit optimal functioning and classes of deviations from desired functioning in the major human systems (Human Services Delivery Systems);

• Identify and select interventions which promote growth and goal attainment, including assistance, referral, or advocacy (Interventions & Services);

• Demonstrate professional helping skills, values and attitudes that facilitate client outcomes across settings and contexts (Helping Skills);

• Appraise one's own personal qualities, value orientation, and understanding of organizational values and human service ethics, in relation to how they affect clients (Self-Development and Professional Ethics);

• Show appreciation of the client's values, lifestyle and goals (Client-Related Values and Attitudes); and

• Design, implement and evaluate appropriate and ethical activities in human services based on needs and evidence (Planning and Evaluation).

Common to a horizontal type as defined in CMO No. 46 s. 2012

• For professional institutions: a service orientation in one's profession

• For colleges: an ability to participate in various types of employment, development activities, and public discourses particularly in response to the needs of the communities one serves

• For universities: an ability to participate in the generation of new knowledge or in research and development projects

Graduates of State Universities and Colleges (SUCs) and Local Universities and Colleges (LUCs) must, in addition, have the competencies to support "national, regional and local development plans." (RA 7722).

A PHEI, at its option, may add mission-related program outcomes that are not included in the minimum set.

SECTION 7. Sample Performance Indicators. —

Program Outcomes	Sample Performance Indicators
1. Describe the nature of human systems: individual, group, organization, community and society, and their major interactions;	• Differentiate types of human systems and their corresponding interactions;
2. Explain the conditions which promote or limit optimal functioning and classes of deviations from desired functioning in the major human systems;	• Enumerate characteristics of an ideally functioning human system; • Identify factors that lead to optimum functioning;
3. Identify and select interventions which promote growth and goal attainment, including assistance, referral, or advocacy;	• Outline personal goals; • Choose strategies that would ensure goal attainment; • Map out resources and possible referral systems as guide to accomplishment of plans;
4. Demonstrate professional helping skills, values and attitudes that facilitate client outcomes across settings and contexts;	• Exhibit facility in receiving and expressing verbal and non-verbal language; • Create and adhere to a schedule or timetable of activities; • Establish and maintain healthy intrapersonal and interpersonal relationships;
5. Appraise one's own personal qualities, value orientation, and understanding of organizational values and human service ethics, in relation to how they affect clients;	• Articulate one's personal values; • Evaluate one's value orientation in decision-making dilemmas;
6. Show appreciation of other persons' values, life style and goals;	• Listen to and respect others' point of view; • Verbally and non-verbally demonstrate openness and appreciation of other persons' culture;
7. Design, implement and evaluate appropriate and ethical activities in human services based on needs and evidence.	• Create/construct an appropriate plan of action that will address a specific human need.

ARTICLE V

Curriculum

SECTION 8. Curriculum Description. —

Higher education institutions offering the Bachelor in Human Services program may exercise flexibility in their curricular offering. However, the following courses are prescribed as minimum requirements to be implemented.

General Education Courses

The subjects under the General Education (GE) Courses are as per CHED Memorandum Order No. 20, series of 2013.

Professional Courses provide the fundamental knowledge and skills in the field of Human Services. They consist of basic and advanced courses.

Cognates are courses in related fields which provide additional competencies for jobs in various areas of education, training and community.

Electives are courses from disciplines related or relevant to human services.

Field Experience is a course which enables the graduating students to work in a setting with a functioning human services program. In the 120 hours of field experience, students are expected to assist a human services specialist or registered/licensed guidance counselor in performing services, such as data collection about the world of work, about training and educational opportunities and requirements, and about individuals who are seeking career counseling. The student can assist in drawing up and implementing programs/projects in industry, school, and/or community services and development.

Thesis enables students to apply research skills, from conceptualization of a research topic to data gathering, report writing and presentation of findings.

SECTION 9. Sample Curriculum. —

9.1. Components

	No. of Subjects	Equivalent Units per Subject	Total Units
GENERAL EDUCATION (GE) COURSES			36
GE Core Courses	9		27
Understanding the Self Readings in Philippine History The Contemporary World Mathematics in the Modern World Purposive Communication Art Appreciation Science, Technology and Society Ethics Life and Works of Rizal		3 3 3 3 3 3 3 3 3
GE Elective Courses	3		9
Philippine Indigenous Communities Gender and Society The Entrepreneurial Mind		3 3 3
PROFESSIONAL COURSES			51
Basic Courses	5		15
Human Services and Mental Health Human Development and Functioning Self-Development and Client Awareness Skills for Helping Professionals 1 Basic Statistics		3 3 3 3 3
Advanced Courses	10		36
Communication Skills for Human Services Professionals Program Development and Evaluation 1 Human Services Delivery Systems and Interventions (with laboratory) Group Process and Facilitation Skills (with laboratory) 1		3
3
6
6
Mental Health and Psychosocial Support in		3
Emergency Settings
Values, Attitudes and Ethics in the Helping	3
Professions
Research Methods	3
Thesis	3
Field Experience 1 (Industry, School, or Community)	3
Field Experience 2 (Industry, School, or Community)	3
Cognates (any 30 units of the following)	10		30
Understanding Human Exceptionalities and Special Populations Life Skills for Learning and Innovation Career Development and Lifelong Learning Media and Information Literacy for Helping Professionals Group Work with Children and Adolescents Conducting Needs Assessment Seminar on Mental Health and Well-Being Seminar on Family Life Seminar on Contemporary Social Issues Issues in Social Development Personality 2 Psychological Assessment 2 Service Culture 3 Principles of Systems Thinking 3 Fundamentals of Business Process Outsourcing 3		3
3
3
3
3
3
3
3
3
3
3
5
3
3
3
Electives	3		9
Three courses in any of the following areas: management, criminal justice education, sociology, social work, community development, psychology, family life and child development, teacher education, public administration, foreign language or other related fields		3
Physical Education (P.E.)	4	2	8
National Service Training Program (NSTP)	2	3	6
TOTAL			140

Note:

1 Preferably these courses should be taught by Registered Guidance Counselors.

2 Refer to the PSG on Undergraduate Programs in Psychology for course details. Given that these are courses covered in the licensure examination for Psychometricians, only duly registered and licensed professionals (under RA 10029, Psychology Act of 2009) should teach them.

3 Refer to the PSG on Information Technology Education (ITE) programs, particularly information about the Service Management track, for course details (see CMO 34, s. 2012 as addendum to CMO 53, s. 2006).

SUMMARY OF UNITS

COURSES	UNITS
General Education	36 units
Professional Courses (Basic + Advance)	51 units
Cognates	30 units
Electives	9 units
Physical Education (PE)	8 units
National Service Training Program (NSTP)	6 units
TOTAL	140 units

9.1.1. Additional Guidelines

The institution has discretion in the sequencing of courses provided that the following are considered:

a. Human Services and Mental Health and Human Development and Functioning should be taken before all the other courses.

b. Basic Statistics is a prerequisite of the Methods of Research.

c. Methods of Research is a prerequisite of the Thesis.

d. Human Services and Mental Health and Skills for Helping Professionals are prerequisites of the laboratory courses on Group Process and Facilitation Skills and Human Delivery Systems and Interventions. DETACa

9.2 Sample Program of Study

FIRST YEAR

First Semester

Second Semester

Course	Units	Course	Unit
Understanding the Self Purposive Communication Readings in Philippine History Ethics The Contemporary World Human Services and Mental Health PE 1 NSTP 1	3 3 3 3 3 3 2 3	Mathematics in the Modern World Art Appreciation Science, Technology and Society Gender and Society Human Development and Functioning   PE 2 NSTP 2	3 3 3 3 3   2 3
TOTAL	23	TOTAL	20

SECOND YEAR

First Semester

Second Semester

Course	Units	Course	Unit
Philippine Indigenous Communities The Entrepreneurial Mind Life and Works of Rizal Skills for Helping Professionals Self-Development and Client- Awareness Basic Statistics PE 3	3   3 3 3 3   3 2	Group Process and Facilitation Skills (with laboratory) Values, Attitudes and Ethics in the Helping Professions Program Development and Evaluation Communication Skills for Human Services Professionals Research Methods PE 4	6   3   3   3   3 2
TOTAL	20	TOTAL	20

THIRD YEAR

First Semester

Second Semester

Course	Units	Course	Unit
Human Services Delivery Systems and Interventions (with laboratory) Cognate course 1 Cognate course 2 Cognate course 3 Cognate course 4	6     3 3 3 3	Mental Health and Psychosocial Support in Emergency Settings Field Experience 1 (industry, school, or community) Cognate course 5 Cognate course 6 Cognate course 7 Elective course 1	3   3   3 3 3 3
TOTAL	18	TOTAL	18

FOURTH YEAR

First Semester

Second Semester

Course	Units	Course	Unit
Field Experience 2 (industry, school, or community) Cognate course 8 Cognate course 9 Cognate course 10 Elective course 2 Elective course 3	3   3 3 3 3 3	Thesis	3
TOTAL	18	TOTAL	3

SECTION 10. Curriculum Map. —

The curriculum map is a tool to validate if a match exists between core program outcomes (competencies) and the content of a curricular program (on a per course or subject basis). The following letter symbols have been used:

L — whether subject course facilitates learning of the competency (input is provided and competency is evaluated)

P — whether subject course allows student to practice competency (no input but competency is evaluated)

O — whether subject course is an opportunity for development (no input nor evaluation, but competency is practiced).

For the sample curriculum map of core courses, please refer to Annex B.

SECTION 11. Sample Means of Curriculum Delivery. —

The Bachelor in Human Services curriculum adheres to a learner-centered paradigm. It begins with a clear identification of competencies the student must acquire and demonstrate at the end of the four-year program. Appropriate teaching-learning strategies facilitate the acquisition of these competencies. Under this paradigm, the student is the subject of the learning process enabling the learner to achieve his/her full potentials. The teaching-learning process is interactive, participatory, collaborative and experiential. The teacher is transformed into a facilitator and collaborator.

Integration of information and communication technology in curriculum delivery is also important. This ensures that knowledge transferred is current, relevant and accurate. It also leads to more choices of media for instruction, more creative presentations, and more access to recent development in the field. Furthermore, this practice adheres to universal design of learning.

The following methodologies/strategies may be utilized:

• Lecture-discussion

• Structured learning experiences

• Oral reports with integrated reflections

• Individual or group projects with peer review

• Case analysis and resolution

• Creative class/public presentation with teacher feedback

• Field work with journal writing

• Digital/online activities as blended learning strategies

• Film analysis

• Journal synthesis of most recent studies in the field

• Action research

• Electronic portfolio development

• Seminar-workshop organization and implementation

• Video documentation of participation in activities of advocacy groups and/or related professional organizations

• Webinar

SECTION 12. Sample Syllabi for Selected Core Courses. —

Course syllabi may vary in format but must include the following required components:

• Course Code and Title

• Course Description

• Course Prerequisites (if any)

• Course Learning Objectives (expressed in outcomes-based manner)

• Course Content

• Course Methodology

• Course Requirements (outputs matching the course learning objectives and with corresponding outcome-based assessment)

• References (both print and online sources)

For sample syllabi for selected core courses, please refer to Annex C.

For suggested course descriptions for professional courses (basic, advanced and cognate), please refer to Annex D.

ARTICLE VI

Required Resources

SECTION 13. Administration. —

The BHumServ program shall be administered by a Dean and/or Department Head/Department Chair and/or Program/Head Coordinator with appropriate qualifications specified below.

Dean — The Dean or Head of a college or institute shall be employed and assigned full-time to provide leadership and direction to the unit/division/department/college of the institution and shall have the following qualifications:

• a master's degree in Counseling or allied fields,

• preferably a holder of an earned doctoral degree, and

• with at least three (3) years of very satisfactory teaching experience.

Department Head/Department Chair — Departments may be a composite of several programs. The Head/Chair of the department in which the BHumServ program is offered should be a holder of an earned graduate degree in any of the programs offered by the department.

Program Head/Coordinator — The Program Head/Coordinator of the BHumServ program shall have the following qualifications:

• a holder of an earned graduate degree in counseling or related fields; and

• with at least three (3) years of very satisfactory experience as counselor or faculty member.

SECTION 14. Faculty. —

The faculty should possess the educational qualifications, professional experience, classroom teaching ability, computer literacy, scholarly research productivity and other attributes essential for the successful conduct of a human services program. aDSIHc

14.1 General Requirements

As a rule, a master's degree is required for teaching in the tertiary level.

14.2 Qualifications of the Faculty of Professional Courses in Human Services

As stipulated in RA 9258 or the Guidance and Counseling Act of 2004, all professional courses in counseling must be taught by a licensed and registered guidance counselor; likewise, all professional courses in Psychology must be taught by a licensed and registered professional as indicated in RA 10029 (Psychology Act of 2009).

14.3 Full Time Faculty Members

14.3.1 The institution shall maintain 60% of the faculty members as full time.

14.3.2 The maximum academic load of the faculty is 24 units.

14.3.3 A faculty shall not be assigned more than four (4) different courses/subjects within a semester/term.

14.3.4 Teaching load per day shall not exceed six (6) hours.

14.3.5 Field Experience shall be supervised by a full time faculty who is a human services or counseling practitioner.

14.4 Faculty Development

The institution shall have a system to support faculty development. It shall encourage the faculty members to:

14.4.1 complete doctoral degrees in counseling or allied fields;

14.4.2 attend continuing education seminars, workshops, and conferences;

14.4.3 undertake research activities related to human services and publish their research outputs in professional journals; and

14.4.4 give lectures, conduct workshops and present papers in national/international conferences, symposia and seminars.

14.5 Faculty Opportunities and Incentives

14.5.1 tuition subsidy for graduate studies

14.5.2 study leave with pay

14.5.3 deloading to finish a thesis or carry out research activities

14.5.4 research grants

14.5.5 grants for academic development activities such as special skills training and attendance in national/international conferences, symposia and seminars

14.5.6 awards, recognition and other merit incentives

SECTION 15. Library. —

Library personnel, facilities and holdings should conform to existing CHED requirements for libraries which are embodied in a separate CHED issuance. The library must maintain a collection of updated and appropriate/suitable textbooks and references used for core courses in the curriculum. Library resources should complement curriculum delivery to optimize the achievement of the program outcomes for the Bachelor in Human Services program.

SECTION 16. Laboratories and Physical Facilities.—

The following laboratories and facilities shall be provided:

16.1 Appropriate research tools and facilities;

16.2 Instructional laboratories, tests and other assessment materials, and a career information library;

16.3 Information and communication technology facilities.

ARTICLE VII

Compliance of HEIs

Using the CHED Implementation Handbook for OBE and ISA as reference, an HEI shall develop the following items which will be submitted to CHED when they apply for a permit for a new program:

SECTION 17. The complete set of program outcomes, including its proposed additional program outcomes.

SECTION 18. Its proposed curriculum and its justification including a curriculum map.

SECTION 19. Proposed performance indicators for each outcome. Proposed measurement system for the level of attainment of each indicator.

SECTION 20. Proposed outcomes-based syllabus for each course.

SECTION 21. Proposed system of program assessment and evaluation.

SECTION 22. Proposed system of program Continuous Quality Improvement (CQI).

For existing programs, the CHED shall conduct regular monitoring and evaluation on the compliance of HEIs to this PSG using an outcomes-based assessment instrument.

ARTICLE VIII

Transitory, RepealingandEffectivity Provisions

SECTION 24.n Transitory Provision. —

All private HEIs, state universities and colleges (SUCs) and local universities and colleges (LUCs) with existing authorization to operate the Bachelor in Human Services program are hereby given a period of three (3) years from the effectivity thereof to fully comply with all the requirements in this CMO. However, the prescribed minimum curricular requirements in this CMO shall be implemented starting Academic Year 2018-2019.

SECTION 25. Repealing Clause. —

Any and all administrative issuances that are contrary to or inconsistent with any of the provisions herein are hereby deemed automatically repealed, rescinded and/or modified accordingly.

SECTION 26. Effectivity Clause. —

This CMO shall take effect fifteen (15) days after its publication in the Official Gazette, or in two (2) newspapers of national circulation. This CMO shall be implemented beginning Academic Year 2018-19.

Quezon City, Philippines, May 11, 2017.

For the Commission:

(SGD.) PATRICIA B. LICUANAN, Ph.D.

Chairperson

ANNEX A

DEFINITION OF TERMS

TERMS/ACRONYMS	DEFINITION
Assessment	one or more processes that identify, collect, analyze, and report data that can be used to evaluate achievement of the program educational objectives and program outcomes. Effective assessment uses relevant direct, indirect, quantitative and qualitative measures as appropriate to the outcome or objective being measured. (CMO No. 37, s. 2012)
Competency	statement of a set of related knowledge, attitudes and skills required to successfully perform a task that supports the desired program outcomes through a course or series of courses.
Course Outcomes	the knowledge, values and skills all learners are expected to demonstrate at the end of a course to a certain level of performance.
Evaluation	one or more process interpreting the data and evidence accumulated through assessment processes. Evaluation determines the extent to which program or student outcomes are achieved. Evaluation results in decisions and actions regarding program continuous quality improvement. (CMO No. 37, s. 2012)
Learning outcomes	outcomes of a specific lesson supporting the course outcomes.
Outcomes-based assessment	measure of students' demonstration of their learning with agreed explicit criteria for assessing each outcome.
Outcomes-based education	an approach that focuses and organizes the educational system around what is essential for all learners to know, value and be able to do to achieve a desired level of competence at the time of graduation.
Outcomes-based teaching and learning	the constructive alignment of intended learning outcomes with essential content, appropriate learner-centered activities and outcomes-based assessment.
Program Goal	Broad statements describe the career and professional accomplishments that the program is preparing graduates to achieve within 3-5 years of graduation. Program goals are based on the needs of the program constituencies.
Program outcomes	the knowledge, values and skills all learners are expected to demonstrate to a certain level of performance at the time of graduation.

ANNEX B

SAMPLE CURRICULUM MAP

The Bachelor in Human Services program shall provide the Philippines and other countries beyond it with graduates who are equipped to perform basic human services in educational institutions, community and industry as human services personnel/assistant, intervention design assistant, or training assistant.

Graduates of the Bachelor in Human Services program shall be able to:

1. Describe the nature of human systems: individual, group, organization, community and society, and their major interactions (Knowledge in Human Services);

2. Explain the conditions which promote or limit optimal functioning and classes of deviations from desired functioning in the major human systems (Human Services Delivery Systems);

3. Identify and select interventions which promote growth and goal attainment, including assistance, referral, or advocacy (Interventions & Services);

4. Demonstrate professional helping skills, values and attitudes that facilitate client outcomes across settings and contexts (Helping Skills);

5. Appraise one's own personal qualities, value orientation, and understanding of organizational values and human service ethics, in relation to how they affect clients (Self-Development and Professional Ethics);

6. Show appreciation of the client's values, lifestyle and goals (Client-Related Values and Attitudes); and

7. Design, implement and evaluate appropriate and ethical activities in human services based on needs and evidence (Planning and Evaluation).

8. The curriculum map is a tool to validate if a match exists between core program outcomes (competencies) and the content of a curricular program (on a per course or subject basis).

Outcomes	Knowledge in Human Services	Human Services Delivery Systems	Interventions and Services	Helping Skills	Self-Development and Professional Ethics	Client-Related Values and Attitudes	Planning and Evaluation
Introduction to Human Services	L	L	L	L	L	L	L
Self-Development and Client Awareness	L	L	L	L	L	L	L
Skills for Helping Professionals	L	L	L	L	L	L	L
Human Development and Functioning	L	L	P	P	O	O	O
Basic Statistics	O	O	O	O	O	O	O
Communication Skills for Human Services Professionals	L	L	L	L	L	L	O
Program Development and Evaluation	L	L	L	L	L	L	L
Human Services Delivery Systems and Interventions (with laboratory)	L	L	L	P	P	P	P
Group Process and Facilitating Skills (with laboratory)	L	L	L	L	L	L	L
Mental Health and Psychosocial Support in Emergency Settings	L	L	L	L	L	L	L
Values, Attitudes, and Ethics in the Helping Professions	L	L	L	L	L	L	O
Research Methods	L	L	L	P	P	P	P
Cognates	L	L	P	P	P	O	O
Electives	L	L	O	O	O	O	O
Thesis	L	L	O	O	O	O	O
Field Experience	L	L	L	L	L	L	L

The following letter symbols have been used:

L — whether subject course facilitates learning of the competency (input is provided and competency is evaluated).

P — whether subject course allows student to practice competency (no input but competency is evaluated).

O — whether subject course is an opportunity for development (no input nor evaluation, but competency is practiced).

ANNEX C

SAMPLE COURSE SYLLABUS 1

Course Code: __________

Course Title: Human Services and Mental Health

Course Description:

This course aims to acquaint students with Human Services as a profession. It covers the overview of the development of human services, examination of the societal values needed for the implementation of human services, and the evaluation of available sustainable ways of improving services that lead to advance the quality of life of persons across ages and settings. The legal, ethical, and professional issues are also analyzed.

Course Prerequisite: none

Course Learning Objectives:

At the end of the course, the student is expected to be able to:

1. Describe the roles and functions of the human service professional;

2. Identify the populations served by the profession;

3. Summarize, analyze and relate significant periods in the historical development of the human services profession to present practice; and

4. Explore ethical and professional issues and evaluate one's own stand on the use of various human and mental health services to address the concerns and issues of persons across settings and ages.

Course Credits: 3 units

Course Prerequisite: None

Course Outline:

I. Human services and populations they serve:

A. Local and international definitions

B. Scope of human services profession

C. Careers in human services

II. Historical development of human services:

A. Global development over the years

B. Development in the Philippine setting

III. Ethical and professional standards and policies:

A. Social values related to Human Services

B. Decision-making process for resolving ethical dilemmas related to Human Services

Course Requirements:

1. Exams

2. Case Analysis

3. Group Learning Presentations

References:

Diller, Jerry V. (2007). Cultural diversity: a primer for the human services. Thomson Brooks/Cole.

Ezell, Mark. (2001). Advocacy in the human services. Brooks/Cole Thomas Learning.

George, Vic. (2002). Globalization and human welfare. Houndmills: Palgrave.

Husenffeld, Yeheskel. (2010). Human services as complex organizations. Sage Pub.

Kanel, Kristi. (2008). An overview of the human services. Lahaska Press.

Mandell, Betty Reid & Schram, Barbara (2017). Introduction to human services: Policy and practice. 8th edition. Allyn and Bacon.

McClam, Tricia. (2005). Introduction to human services: cases and applications. Brooks/Cole Thomson Learning.

Mehr, Joseph and Kanwischer, Ronald. (2011). Human services: concepts and intervention strategies. Pearson Higher Education.

Monette, Duane R. (2008). Applied social research: a tool for the human services. Belmont, Calif: Thomson Higher Education.

Neukrug, Ed. (2008). Theory, practice, and trends in human services: an introduction to an emerging profession. Belmont, Calif: Brooks/Cole Thomson Learning.

Poindexter, Cynthia Cannon. (2007). An introduction to human services: values, methods, and populations served. Thomson Brooks/Cole.

Schram, Barbara. (2000). An introduction to human services: policy and practice. Allyn and Bacon.

Woodside, Marianne & McClam, Tricia. (2017). An introduction to human services. 8th edition. Belmont, Calif: Thomson Higher Education.

SAMPLE COURSE SYLLABUS 2

Course Code: _______________

Course Name: Human Services Delivery Systems and Interventions (with laboratory)

Course Description:

This course introduces and examines the human services delivery systems available in the local and international settings. Students will identify and examine the different frameworks for the delivery of human services and come up with a theoretically-informed and appropriate approach for each particular setting.

Course Learning Objectives:

At the end of the course, the student is expected to be able to:

1. Identify the different human services delivery systems;

2. Critically evaluate the philosophical and ethical foundations, and the theoretical underpinnings of these intervention or change strategies;

3. List the competencies and skills of human services workers;

4. Describe the different intervention/strategies and their applications; and

5. Analyze issues confronting human service professionals.

Course Credits: 3 units

Course Prerequisite: Human Services and Mental Health and Skills for Helping Professionals

Course Outline:

I. Human service delivery systems and their theoretical foundations:

A. Medical and psychiatric approach;

B. Psychotherapeutic approach: Psychoanalysis, Client Centered Therapy;

C. Cognitive-Behavioral approach; TIADCc

D. Affective approach.

II. Human services workers and their competencies:

A. Personal;

B. Professional;

C. Multicultural.

III. Basic skills and strategies in helping the person in need and promoting change:

A. Assessment;

B. Case management;

C. Counseling;

D. Community interventions;

E. Other contemporary strategies.

IV. Trends and issues in human service delivery systems and interventions.

Course Requirements:

Critique paper of at least two approaches

Project proposal of an intervention program (Group)

Case study of a human service professional

References:

"Are we up to the challenge: current crises and the Asian intellectual community." (2008) Bangkok: Nippon Foundation.

Dale, Orren. (2006). Human behavior and the social environment: social systems theory. Boston: Pearson Allyn and Bacon.

Dougherty, A. Michael. (2000). Psychological consultation and collaboration: a casebook. Belmont, Calif: Wadsworth/Thomson Learning.

Duggan, Molly H. (2007). Career interventions and techniques: a complete guide for human service professionals. Boston: Pearson Allyn and Bacon.

Howatt, William A. (2000). The human services counseling toolbox: theory, development, technique, and resources. Brooks/Cole-Wadsworth.

Mehr, Joseph and Kanwischer, Ronald. (2011). Human services: concepts and intervention strategies. Pearson Higher Education.

Monette, Duane R. (2008). Applied social research: a tool for the human services. Belmont, Calif: Thomson Higher Education.

Papadopoulos, Irena. (2006). Transcultural health and social care: development of culturally competent practitioners. Edinburgh: Churchill Livingstone Elsevier.

Schmidt, John J. (2006). Social and cultural foundations of counseling and human services: multiple influences on self-concept development. Pearson/Allyn and Bacon.

Solomon, Cate. (2000). Active learning exercises for social work and the human services. Allyn and Bacon.

Summers, Nancy. (2006). Fundamentals of case management practice: skills for the human services. Belmont, CA: Thomson Higher Education.

Sundel, Martin. (2005). Behavior change in the human services: behavioral and cognitive principles and applications. Sage Publications.

SAMPLE COURSE SYLLABUS 3

Course Code: _______________

Course Name: Group Process and Facilitating Skills (with laboratory)

Course Description:

This is an experiential course which helps each student to become an effective member and facilitator of a group. It describes the foundations of group facilitation and the many factors that may affect group experiences. It highlights ethical and professional guidelines for group process. The course allows each student to become a member and facilitator in various group activities for exercises with different goals and objectives.

Course Learning Objectives:

At the end of the course, the student is expected to be able to:

1. Explain the principles of group dynamics;

2. Describe the process of group formation and development;

3. Critically evaluate one's participation as member of a group;

4. Lead, facilitate and process several group activities; and

5. Plan and implement an intervention for a dysfunctional group.

Course Credits: 5 units

Course Prerequisite: Human Services and Mental Health and Skills for Helping Professionals

Course Outline:

1. History and development of group dynamics

2. Factors affecting group process

3. Stages of group development

4. Types of groups

5. Leadership and membership

6. Communication

7. Cooperation and teamwork

8. Competition

9. Problem-solving and decision-making

10. Ethical and professional guidelines for group process

11. Techniques for group facilitation

Course Requirements:

Participation in a class group process activity

Case study of a group of choice

Intervention plan for group of choice

Facilitation of several group activities for group of choice

Analysis of intervention program for group of choice

References:

Page, Betsy J. (2009) Groups: planning and leadership skills. Boston: Lahaska Press.

Corey, Marianne Schneider, Corey, Gerald, and Corey, Cindy. (2018) Groups: process and practice. 10th edition. Belmont, Calif: Brooks/Cole Cengage Learning.

Donelson, R. Forsyth. (2010) Group dynamics. Belmont, Calif: Wadsworth Cengage Learning.

ANNEX D

SUGGESTED COURSE DESCRIPTIONS OF PROFESSIONAL COURSES (BASIC, ADVANCED AND COGNATE) IN THE BHUMSERV CURRICULUM(arranged alphabetically)

1	Basic Statistics This course includes the basic concepts and methods of descriptive and inferential statistics and their use in the design, analysis, and interpretation of studies in human services. At the end of the course, students are expected to identify variables, differentiate descriptive statistics from inferential statistics, perform basic statistical procedures, and apply appropriate statistics for data analysis of research problems in the field of human services.
2	Career Development and Lifelong Learning This course is designed to provide participants with an overview of Career Development Education through engagement in a critical examination of current research and the major issues, including: curriculum relevancy, a changing global economy, current labor market trends, business and labor partnerships, and the emerging role of technology. Students shall apply the career development process to engage in goal setting for career and educational planning, career decision-making, transition planning, financial literacy skill building, and employability skill building. Career Development facilitates lifelong learning and the acquisition of skills needed to meet the challenges of a changing workplace.
3	Communication Skills for Human Services Professionals This course develops communication skills which are needed by human service workers in the different settings. It aims to improve the students' listening, reading, writing and virtual skills as applied in the workplace. The course may cover the following: introduction to case writing in mental health, communication styles in helping relationships, communication with special populations, multicultural awareness, interpersonal communication, and ethics in communication.
4	Conducting Needs Assessment This course develops the students' awareness of the community and their skills on conducting needs assessment related to training, organization, and community mental health work. Students explore the significant components of community needs assessment, priority setting, and their role as partners in community development. It stresses the social and business leadership responsibility, opportunity and decision-making.
5	Field Experience 1 (industry, school, or community) This course enables the students to work in a setting with a functioning human services program and practice the skills learned in their academic program. In the 60 hours of Field Experience 1, students are expected to assist a human services specialist or registered/licensed guidance counselor in performing services, starting with a needs assessment, a project proposal, and implementation of the project in the chosen setting. In addition to the actual field experience, students shall meet with their class professor at regular periods to discuss and clinique their experiences. At the end of the course, students are expected to document, analyze and synthesize personal experiences as they relate to the practice of the profession.
6	Field Experience 2 (industry, school, or community) This course is a continuation of Field Experience 1. In at least 60 additional hours of field experience, students are expected to assist a human services specialist or registered/licensed guidance counselor in performing services, such as collecting data, drawing up and implementing programs/projects in industry, school, and/or community services and development. In addition to the actual field experience, students shall meet with their class professor at regular periods to discuss and clinique their experiences. At the end of the course, students are expected to document, analyze and synthesize personal experiences as they relate to the practice of the profession.
7	Fundamentals of Business Process Outsourcing 2 This course provides students with an overview of the business process outsourcing industry, and explores the potential roles and functions of human service staff in BPO. It may include the concepts of BPO, the growth of the BPO industry and the rationale for outsourcing, critical factors which affect different outsourcing industries, and the processes involved in engaging, operating, and maintaining an outsourced service. Students are expected to learn basic tools and methodologies used in outsourcing operations. Resource persons from industry are invited to enrich and situate the discussions.
8	Group Process and Facilitation Skills (with laboratory) This is an experiential course which helps each student to become an effective member and facilitator of a group. It describes the foundations of group facilitation and the many factors that may affect group experiences. It highlights ethical and professional guidelines for group process. The course allows each student to become a member and facilitator in various group activities for exercises with different goals and objectives. At the end of the course, students are expected to conceptualize the process and principles of group process, as well as experience being a member and facilitator of different group activities.
9	Group Work with Children and Adolescents This course gives emphasis on the identification and examination of the different theoretical foundations, procedures, and techniques of group work with children and adolescents, including the group members' roles and behaviors, and the therapeutic factors affecting these groups. The legal, ethical, and professional issues are also analyzed. At the end of the course, students are expected to construct a personal group work model appropriate to enhance the development of children and adolescents.
10	Human Services and Mental Health This course aims to acquaint students with Human Services as a profession. It covers the overview of the development of human services, examination of the societal values needed for the implementation of human services, and the evaluation of available sustainable ways of improving services that lead to advance the quality of life of persons across ages and settings. The legal, ethical, and professional issues are also analyzed. At the end of the course, students are expected to summarize, analyze and relate significant periods in the historical development of the human services profession to the present practice, explore ethical and professional issues and evaluate one's stand on the use of various human and mental health services to address the concerns and issues of persons across settings and ages.
11	Human Services Delivery Systems and Interventions (with laboratory) This course introduces and examines the human services delivery systems available in the local and international settings. Students will identify and evaluate the different frameworks for the delivery of human services and list the competencies and skills of human services practitioners. At the end of the course, students are expected to summarize and analyze the different theoretical foundations of human services delivery systems and come-up with a theoretically-based and appropriate approach for each particular setting.
12	Human Development and Functioning The course focuses on the physical, social, intellectual, emotional and spiritual aspects of the different stages of human development across the life-span. It examines the various factors that contribute to the changes in each stage of the life cycle and how these changes affect human functioning. At the end of the course, students are expected to outline the developmental tasks across areas for the different stages of human development.
13	Issues in Social Development The course introduces students to theories that explain how people, social issues and events, influence the thoughts, feelings, and actions of an individual. The focus will be on the historical development and current research and application of the following topics covered in the course: social thinking processes, social influences processes, social relationships, that affects human development. At the end of the course, students are expected to summarize and analyze the significant influences of other persons and social life events on the way people think, feel and act and examine the available ways of addressing the concerns and issues brought about by these influences.
14	Life Skills for Learning and Innovation This course focuses on the relevant 21st century skills related to creativity and innovation, critical thinking and problem-solving, and leadership and collaboration. The emphasis will be on the application of these knowledge and skills to real life situations and organizations. At the end of the course, students are expected to come-up with a comprehensive self-development plan across these skills.
15	Media and Information Literacy for Helping Professionals This course focuses on the acquisition and application of knowledge and skills in media and information literacy (MIL), including information management relevant for the helping professionals. The course also explores the historical and theoretical landscape, practical implications of managing knowledge and information in the digital age, and how writing and communications practices shape, and are shaped by social networking platforms. At the end of the course, students are expected to examine the various MIL tools important for facilitating human development and people empowerment across settings.
16	Mental Health and Psychosocial Support in Emergency Settings This course focuses on the different approaches to protect and improve people's mental health and psychological well-being in emergency situations. It introduces the sources and characteristics, and the acute and long-term impact of trauma on individuals, couples, and families in a developmental, biosocial context. It provides a framework for crisis recognition/response with people experiencing trauma symptoms and explores crisis management strategies/interventions. Policy and advocacy issues are discussed.
17	Principles of Systems Thinking 2 This course aims to prepare students for the 21st century workplace by building their foundations in systems thinking and developing their analytical skills in identifying and resolving issues in business systems. Attention is given to historical development, the impact of social, economic, and political factors on human service systems as well as the people they serve, and current and future directions for human services. The course may cover the following topics: Foundation concepts in business systems, Interdependence of specific systems in an organization, Functional business systems, Systems information, decisions & management, Systems architecture, Systems optimization, and Issues in the business system.
18	Program Development and Evaluation This course introduces students to the fundamentals of program development in the human services profession. It includes a discussion of the different principles, models and processes in developing and managing programs. The course further covers components of planning, designs of the work environment, as well as strategies related to needs and performance assessment, evaluation and marketing applied to human service programs. It also involves practical learning experiences in human services settings and classroom-based learning activities.
19	Psychological Assessment 1 This course is an introduction to testing, measurement, and evaluation related to instructional problems, the construction and use of teacher-made tests, a survey of standardized tests, test interpretation, and basic statistical procedures. It includes a discussion of theories and methods in the development, evaluation, and utilization of psychological tests and measures.
20	Research Methods This course is a study of the scientific methods of social and psychological investigation, focusing on the techniques of identifying research problems, gathering current related literature, formulating hypothesis, conceptualizing a research design and constructing data-gathering instruments. At the end of the course, students are expected to craft a relevant and innovative research proposal in the area of human services.
21	Self-Development and Client Awareness This course aims to develop in each student the knowledge, skills and attitudes needed to lead a healthy, active and fulfilling life and to choose a responsible and productive role in society. At the end of the course, students are expected to have identified and acquired healthy personality traits, values, habits, and relational skills that lead to improved intrapersonal and interpersonal effectiveness. The course utilizes individual and small group exercises to improve skills in self-awareness, communication, values clarification, problem solving, and conflict management.
22	Seminar on Contemporary Social Issues This course covers an analysis of contemporary or emerging local and global concerns using a sociological framework. As a seminar course, it should be issue-oriented, topic-guided, and discussion-based. At the end of the course, students shall be able to develop well-supported and clearly articulated arguments to support a view and use these to justify one or more conclusions.
23	Seminar on Family Life The course is designed to cover contemporary and/or emerging issues related to family life and human development. As a seminar course, it focuses on a critical discussion of theories and literature relevant to facilitating an intelligent and informed understanding of the nexus between social issues and human functioning. At the end of the course, students shall be able to develop well-supported and clearly articulated arguments to support a view and use these to justify one or more conclusions.
24	Seminar on Mental Health and Well-Being The course is designed to cover contemporary and/or emerging issues related to mental health and wellbeing. As a seminar course, it focuses on a critical discussion of theories and literature relevant to facilitating an intelligent and informed understanding of the nexus between social issues and human functioning. At the end of the course, students shall be able to develop well-supported and clearly articulated arguments to support a view and use these to justify one or more conclusions.
25	Service Culture 3 This course builds the students' personal and social competencies, values and attitudes necessary for executing and delivering excellent service in any professional endeavor. It introduces student to various service companies and industries and key concepts in being a customer-centric organization. It enables students to practice practical customer services skills and to manage a project.
	Note: The course description is based on the PSG on Undergraduate Programs on Information Technology Education, Services Management track (CMO 34, s. 2012)
26	Skills for Helping Professionals The course introduces students to skills commonly used in the helping professions, particularly those relevant for counseling paraprofessionals. The competencies to be covered include relationship-building skills, basic interviewing skills, and counseling microskills. Learning activities emphasize guided practice, and demonstration of helping skills.
27	Personality 2 A survey of the major theories of personality and the theoretical and practical issues involved in the scientific study and understanding of personality formation and dynamics. Suggested course content include the following: The study of personality: theory and research Psychoanalytic theory (Sigmund Freud) Neopsychoanalytic theories (Carl Jung, Alfred Adler, Karen Horney, Henry Murray) Lifespan theory (Erik Erikson) Trait theories (Gordon Allport, Raymond Cattell, Hans Eysenck) Humanistic theories (Abraham Maslow, Carl Rogers) Cognitive theory (George Kelly) Behavioral theory (B.F. Skinner) Social Learning theory (Albert Bandura) Note: The course description is based on the PSG for Undergraduate Programs in Psychology (CMO 38, s. 2010)
28	Thesis This course is a continuation of Research Methods. Students are required to implement a research project conceptualized and designed in previous research courses. It will focus on the developing research competencies related to research conceptualization, design, conduct, analysis, and report writing. A required output is the write-up of the thesis that is orally defended before a panel. At the end of the course, students are expected to conceptualize, design, implement and defend a research study.
29	Understanding Human Exceptionalities and Special Populations This course provides a background for understanding of human exceptionalities throughout the lifespan, and special populations from the perspective of human services. It covers the origins and historical perspectives, theories and research, diversity and contexts, characteristics and definitions, legal and ethical issues, education and life planning, and services and support. At the end of course, students should be able to describe and analyze the diverse characteristics of clients with human exceptionalities and those who come from special populations, and as well as, how contexts and diversity impact human functioning.
30	Values, Attitudes and Ethics in the Helping Professions This course aims to examine the professional, ethical and legal issues related to the implementation of human services across settings. Students will analyze the various professional and legal dilemmas encountered in the different human services settings and to come up with decisions to address these. Emphasis will be given to teaching professional and ethical standards of counseling to prepare BS Human Services graduates to become paraprofessionals in the field of counseling.

 

n Note from the Publisher: Copied verbatim from the official copy. Missing Section 23.