1. education

Applied Human Sciences
Sample (abbreviated) Course Descriptions
Index of Courses
dated February 2011
AHSC 215 Historical Foundations of Leisure and Recreation (3 credits)
AHSC 220 Lifespan, Growth, & Development for Practitioners (3 credits)
AHSC 225 Self-Managed Learning (3 credits)
AHSC 230 Interpersonal Communication and Relationships (3 credits)
AHSC 232 Working in Task Groups (3 credits)
AHSC 241 Recreation and Leisure in Contemporary Society (3 credits)
AHSC 260 Program Planning, Design and Evaluation (3 credits)
AHSC 270 Introduction to Intervention in Human Systems (3 credits)
AHSC 281 Introduction to Therapeutic Recreation (3 credits)
AHSC 285 Social Psychology of Leisure (3 credits)
AHSC 310 Tourism in Canada (3 credits)
AHSC 311 Respecting Diversity in Human Relations (3 credits)
AHSC 312 Sexuality in Human Relations (3 Credits)
AHSC 313 Family Communication (3 credits)
AHSC 314 Adolescence: Issues and Interventions (3 credits)
AHSC 315 Interviewing (3 credits)
AHSC 316 Adulthood: Patterns and Transitions (3 credits)
AHSC 319 Older Adulthood: Issues and Intervention (3 credits)
AHSC 323 Gender and Leisure (3 credits)
AHSC 330 Leadership in Small Groups (6 credits)
AHSC 333 Leisure and the Environment (3 credits)
AHSC 335 Power and Conflict Resolution in Human Systems (3 credits)
AHSC 340 Employee Recreation Services (3 Credits)
AHSC 350 Leisure Education (3 credits)
AHSC 351 Basic Counselling Skills and Concepts (6 credits)
AHSC 355 Foundations of Family Life Education (3 credits)
AHSC 360 Play, Adult Learning and Development (3 credits)
AHSC 361 Leisure Services Leadership (3 credits)
AHSC 370 Principles and Practices of Human Systems Intervention (3 credits)
AHSC 371 Community Recreation Planning (3 credits)
AHSC 375 Organizational Leadership: A Human Systems Approach (3 credits)
AHSC 380 Quantitative Research Methods for Practitioners (3 credits)
AHSC 381 Concepts in Therapeutic Recreation Programming (3 credits)
AHSC 382 Qualitative Research Methods for Practitioners (3 credits)
AHSC 383 Therapeutic Recreation and Physical Disabilities (3 credits)
AHSC 384 Therapeutic Recreation: Cognitive Disabilities & Illnesses (3 credits)
AHSC 402 Fundamentals of Child- and Youth-Care Work (3 credits)
AHSC 422 Youth and Leisure (3 credits)
AHSC 423 Organization Development I (3 credits)
AHSC 425 Organization Development II (3 credits)
AHSC 427 Administration of Leisure Services (3 credits)
AHSC 431 Leisure Sciences Seminar (3 credits)
AHSC 432 Therapeutic Recreation Seminar (3 credits)
AHSC 435 Fieldwork Practice (3 credits)
AHSC 437 Internship in Leisure Sciences (6 credits)
AHSC 438 Internship in Therapeutic Recreation (9 credits)
AHSC 439 Internship in Human Relations (6 credits)
AHSC 439 *Special* Internship in Human Relations (6 credits) (*Youth Work
and Family Relations)
AHSC 443 Community Development I (3 credits)
AHSC 444 The Older Adult and Leisure (3 credits)
AHSC 445 Community Development II (3 credits)
AHSC 450 Leisure Assessment and Counselling (3 credits)
AHSC 460 Health Promotion (6 credits)
AHSC 465 Parent-Child Relations (3 credits)
AHSC 470 Basic Human Relations Laboratory (3 credits)
AHSC 215 Historical Foundations of Leisure and Recreation (3 credits)
Undergraduate Calendar Description
This course offers a broad overview of leisure and recreation throughout history,
highlighting selected major patterns and important similarities or differences
among different historical eras. Students learn about threaded themes related to
leisure and recreation that have existed throughout history, as well as the origin
and development of leisure/recreation-related systems, such as leisure services
and leisure studies, emphasizing Canadian and North American perspectives. The
historical roots of leisure, the conditions in society that have affected leisure, the
responses to those conditions, and the role of leisure in contemporary life as
shaped by historical events are investigated. NOTE: Students who have received
credit for HIST 215 or for this topic under an AHSC 298 number may not take
this course for credit.
Course Objectives
To help the student obtain a knowledge and understanding of:
Historical study and analysis
Historical foundations of leisure and recreation
The development of leisure services, specifically in Canada
The analysis of special themes and issues related to leisure and recreation history
To demonstrate the ability to critically assess a variety of sources related to the
history of leisure
To express and defend opinions regarding the role of leisure in society
To show an appreciation of the use of history as a means of understanding
contemporary attitudes about leisure and recreation
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AHSC 220 Lifespan, Growth, & Development for Practitioners (3 credits)
Undergraduate Calendar Description
This course provides a theoretical overview of the developmental patterns and
typical challenges in each stage of human life from birth to death. Students learn
about normative changes in the context of historical and cultural influences in
relation to identity-related differences. The course focuses on typical age-related
concerns and intervention-related issues.
This course is designed to provide a foundation for students to begin to
understand how individuals grow and develop throughout the lifespan, and the
variables that affect their development along the way. Emphasis is placed on
examining how Developmental Theory informs practice in human service
delivery. The implications of these normative changes for therapeutic
intervention with these populations will be considered, taking into account the
influences of cultural and social factors, including gender.
Course Objectives
For the student to be able to:
Identify and understand the bio-psycho-social changes that occur in typical human
development across the lifespan;
Understand and apply various developmental theories to help explain human
behavior;
Understand how social, cultural and gender factors influence the experience of
developmental change.
Format
Assigned readings and lectures by the instructor will overview theories and issues
in typical human development, sequentially from infancy through the senior
years. Audio-visual materials will be used to complement the information
provided in the lectures and the text.
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AHSC 225 Self-Managed Learning (3 credits)
Undergraduate Calendar Description
Prerequisite: Fewer than 30 university credits. This course fosters effectiveness
in orienting and directing learning which is precipitated by new personal
interests and goals and/or by changing personal circumstances. It enables
students to create clear personal visions, set relevant learning goals, create
and organize related activities, and assess their progress. The course provides
learning process models and ways to identify personal stylistic differences
which affect personal learning progress and strategies.
Self-directed learning neither happens in isolation, nor does it come in neat little
packages. It is a learning process that occurs over time in the context of changing
social relationships and environments. Self-directed learning may be undertaken
to gain new skills, knowledge and attitudes, that will enable you to improve work
performance or relationships. Or it may be conducted to improve family life, and
health, enjoy the arts and physical recreation, participate in a hobby, or simply to
increase one‟s intellectual capacity. Needless to say, self-directed learning is a
lifelong learning process.
Course Goals and Objectives
To take ownership of one‟s learning process
To understand Self-directed Learning as a process of change
To learn the principles and process of Self-directed Learning.
To take responsibility for choices, and collaborating with others.
To identify learning style differences and personality types which affect learning
effectiveness.
To examine one‟s disposition towards authority and explore the creative process.
To develop knowledge about the conditions for, and typical barriers to learning
To manage a self-directed learning experience
To develop a plan to map one‟s future self-directed learning activities.
Course Approach and Requirements
Because of the personal nature of the objectives listed above, the method of
learning in this course entails “learning-by-doing” or experiential learning. The
assumption is that people learn best by experiencing, by reflecting on that
experience, and then by conceptualizing from those activities. In other words,
you will learn through interaction, reflection and discussion. In addition, you will
be given the opportunity to link this information to theory that will be presented in
lectures, required reading and class discussions.
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AHSC 230 Interpersonal Communication and Relationships (3 credits)
Undergraduate Calendar Description
This course is designed to provide knowledge and skill in building and
maintaining interpersonal relationships characterized by mutual understanding
and respect. Students can expect to enhance their understanding of effective
communication behavior and to improve their abilities to attend to verbal and
non-verbal communication from others, exchange constructive feedback with
others, engage in effective problem-solving, address and deal constructively with
conflict, and communicate across differences, such as gender and race.
Conceptual perspectives feature attention to contextual influences in relationship
dynamics and the role of affect in interpersonal communication. The course also
examines ethical and value considerations.
Focus
Self-awareness is crucial in using yourself as an effective intervener; therefore the
main focus on the course will be learning to observe self and others in
relationships.
Goals
The goals of this course are:
To provide experiences to promote understanding of yourself and others;
To increase awareness of the skills which are an asset in relating with others in
personal, work, and other relationships;
To link this learning with theoretical concepts and to enable its use in other
contexts.
Skill Practice
You will have opportunities to:
Practice and improve your observational skills and utilize these skills to
contribute to others' experiences;
Become more aware of your values and feelings and communicate them to others;
Understand and empathize with the values, feelings and behaviors of others in the
class;
Recognize, acknowledge and build on your existing abilities and skills;
Recognize, acknowledge and help others enhance their differing abilities and
skills;
Try out new behaviors in a variety of situations;
Give and receive feedback to gain further insight into your values and behavior.
Experential Learning
Due to the personal nature of the objectives listed above, the course utilizes the
“laboratory method” of learning. This method entails learning-by-doing. The
assumption is that people learn best by experiencing, by reflecting on that
experience, and then by conceptualizing from those activities. In other words, you
will learn how to relate to others more effectively through interaction, reflection
and discussion. In addition to mutual learning and understanding, you will be
given the opportunity to link this information to theory that will be presented in
lectures, required reading, and class discussions.
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AHSC 232 Working in Task Groups (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 230. This course is an introduction to understanding
interaction and developmental processes of small groups and skill-building for
effective participation. It enables students to learn observational frameworks,
process observation, collaborative problem-solving and decision-making, and
facilitative member roles. It provides opportunities to learn to draw relationships
between observations and conceptualizations which highlight developmental
stages, contextual and structural influences (such as minority-majority relations),
and personal style differences.
Expanded course description
This course introduces students to research and theory about interaction and
developmental processes in small groups. It provides experiences in which
students have the opportunity to increase their observational and diagnostic skills,
help them acquire the skills in appropriate participation and effective intervention
in small groups, as well as acquire an understanding of the theoretical concepts of
group development and the process of change in groups.
This course uses the “laboratory method” of learning. This method entails
learning-by-doing. The assumption is that people learn best by experiencing, by
reflecting on that experience, by conceptualizing (interpreting & making
generalizations) based on those experiences and actually trying out what they
have learned.
The approach used in this course therefore requires that students do something,
think about what they are doing, understand why their decisions and actions result
in certain outcomes, and apply their ongoing learning as they work in their task
groups. In other words, you will learn about effective and ineffective group
behaviour by actually working in a task group. You will be given the opportunity
to link data (your experience and observations) to theory that will be presented in
lectures, required readings, class discussions and shared processing time in your
small group.
Course Objectives
Develop self-awareness and sensitivity to others in a self-managed task group
Try out new behaviours in a variety of group situations
Give and receive feedback on the effectiveness of your behaviours and skills
Practice and improve your observational, diagnostic, and intervention skills
Recognize and practice various group processes: task/maintenance member roles,
collaborative problem-solving, conflict resolution, and decision-making
Demonstrate your understanding of the developmental processes of small task groups in
relation to several theoretical framework
Develop the skills for effective group membership that will facilitate your work in future
group situations
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AHSC 241 Recreation and Leisure in Contemporary Society (3 credits)
Undergraduate Course Description
This course introduces students to the theories and relationships of play,
perceptions of free and discretionary time, concepts of leisure, and the historical
foundations for the discipline. The concepts are presented as integral components
of today‟s lifestyle. In addition, the organized recreation system is examined, with
an introduction to the leisure services delivery system. The students also examine
the role that leisure plays in current societal issues.
Purpose
An introduction to recreation and leisure in society, this course exposes students
to the perceptions of free and discretionary time, concepts of leisure, theories and
interrelationships of play, and the historical foundations for the leisure discipline.
The concepts are presented as integral components of today's lifestyle. In
addition, organized recreation is examined, with an introduction to the leisure
service delivery system. The students also examine the role that leisure plays in
current societal issues.
Course Objectives
To help the student obtain a knowledge and understanding of:
Social, psychological and historical foundations of leisure and recreation.
Personal meanings of leisure and recreation.
The current state of leisure and leisure services in Canada.
The analysis of special problems and issues related to leisure.
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AHSC 260 Program Planning, Design and Evaluation (3 credits)
Undergraduate Course Description
This course prepares students to construct effective interactive programs designed
for specific client populations. Using program design principles and practices,
students match learning activities to desired program outcomes, while considering
participant qualities and contextual features. Emphasis is placed on assessment,
design, and evaluation knowledge and skills.
Expanded Course Description: The course prepares students to develop
effective programs designed for various client populations. The course uses an
inclusive, values-based approach to the work that we do. Fundamental to the
programming approach that we use will be the needs of those we are attempting to
serve. Hence, the “voice” and involvement of program participants in the various
elements of program planning, design and evaluation will be highlighted
throughout our discussions, with the ultimate goal being the empowerment of
participants.
Course Objectives
To develop an understanding of theories, concepts, and issues in planning,
designing, and evaluating human service/recreation programs.
To apply programming concepts and experience aspects of the programming
process through class activities and assignments.
To become aware of contemporary trends and the context of inclusive values in
human service/recreation programs.
To experience the rewards and challenges of team work as an inherent part of
human service/recreation programming.
Course Methods
Lectures, discussion, small-group activities, video.
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AHSC 270 Introduction to Intervention in Human Systems (3 credits)
Undergraduate Course Description
This course is an introduction to theory of human systems change from an
interventionist perspective. It overviews general strategies of human systems
intervention and salient models of practice highlighting conditions under which
different intervention strategies are most effective. It especially focuses on the
principles of fostering participation, collaborative inquiry, process facilitation and
consultation, experiential learning, and action research. The course also features
attention to values and ethical issues associated with specific strategies.
When taking a “human systems” approach to intervention, one begins by
identifying the individual parts and then seeks to understand the nature of their
collective interaction. Thus, the primary objective of this course is to provide the
student with an understanding of:
The historical developments in the field of Human Systems Intervention
The characteristics and dynamics of human systems
Learning and change in Human Systems
The systemic nature of change and intervention processes.
Approaches to social change interventions.
Key factors that influence or inhibit change within a system.
The approach to learning and teaching in the classroom is primarily lecture-based.
However, students will have opportunities in the classroom to learn experientially
by participating in large and small group discussions. Students are encouraged to
interact both as individual contributors and questioners so that they are active
participants in their learning.
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AHSC 281 Introduction to Therapeutic Recreation (3 credits)
Undergraduate Calendar Description
This course examines the fundamental concepts of therapeutic recreation.
Included is the study of the historical foundations and the basic terminology,
purposes, and theories of therapeutic recreation.
Course Objectives
To examine personal and societal attitudes towards individuals with disabilities.
To develop an awareness and understanding of the historical developments of the
Therapeutic Recreation (TR) profession.
To understand and be able to put into practice principles of devaluation,
normalization, social role valorization, and integration.
To develop an understanding of the scope of the TR profession including: setting,
professional organizations, education, and training.
To develop an understanding of the scope of delivery of TR services.
To develop an understanding of the needs of individuals with disabilities and be
able to adapt activities for full participation by people with different needs.
Course Format and Requirements
This class will include a number of different learning formats that include
lectures, group discussions, student presentations, guest lectures, self-learning and
in-class activities. Attendance at class presentations is expected.
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AHSC 285 Social Psychology of Leisure (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 241 previously or concurrently. This course examines how
personal and social factors shape individuals‟ perceptions, experiences, and
responses to the availability of discretionary time. Students review current theory
and research focusing on the relationship between leisure and individual
functioning, and applications to human problems associated with leisure. NOTE:
Students who have received credit for PSYC 286 or for this topic under an AHSC
298 number may not take this course for credit.
Purpose
A Social Psychology of Leisure is concerned with how people choose to fill and
structure their free or leisure time with behaviour and experience, why they make
these choices, and the implications of these choices for their happiness and
personal growth. A Social Psychology of Leisure is also concerned with the
relationship between what people do in their leisure and what they do in the other
domains of their lives, such as work, family and community. The purpose of this
course, then, is to provide the student with the opportunity to examine current
psychological and social psychological thinking about leisure behaviour and
experience. In other words, how do our personalities and the social environments
in which we live shape our perceptions, experiences and responses to leisure.
The nature of leisure has been discussed by philosophers and popular writers for
centuries. However, the use of scientific psychology and social psychology for
studying people‟s leisure behavior only started in the early 1970s, and in the last
decade or so it has become an important social science perspective for studying
and understanding the role of leisure in people's lives. During this same time,
there has been renewed interest in the practical applications of social psychology
for understanding urgent social issues. Social psychological methods, theories and
findings are being applied to the solution and the planning of improved
arrangements for health, work, home-life and, of course, leisure.
The social psychological study of leisure has important implications for the field
of leisure services. Social psychological knowledge is important for program and
service planning, developing therapeutic interventions and designing leisure
settings and environments. It also helps us understand the problems people
encounter in attempting to use their leisure in meaningful ways, and provides
insights that allow individuals to assert more control over their own lives to better
enjoy and benefit from their leisure.
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AHSC 310 Tourism in Canada (3 credits)
Undergraduate Calendar description
This course presents an examination of the tourism industry in Canada, including
concepts, research, practices and promotion. Topics covered include destination
motivation, commercial recreation, business travel, trends in tourism development,
government agencies, the economics of promotion, social objectives, market
segmentation, and ethical and legal considerations.
No prerequisites.
Course and learning objectives
Many recent sources identify tourism as the world‟s largest and fastest growing industry.
This world trend is of course significantly affecting Canada and Canadians as the
country‟s tourism industry has been steadily expanding, while Canadians have been
increasing their travel and tourism activities. Tourism activity in Canada regroups both
Canadians AND international visitors, and the touristic market is both a domestic market
for Canadian vacationers and a destination for foreign travelers. Also, the tourism
product offer is split between several niches associated to a variety of approaches to the
practice of tourism, and further fragmented between a plethora of events and types of
activities, these distributes among a long list of possible destinations. As a major
economic sector of activity and provider of employment, tourism also contributes to the
vitality of a number of the country‟s regions and communities, and it can be a major lever
for the revitalization of regional economies in the context of globalization.
The general objectives of the course are:
To provide general background and facts on tourism in Canada
To present and explore different types of touristic activities found in the country
To further explore these activities in a variety of settings
Some conceptual content and basic definitions associated to recent trends and
developments in the study of tourism are presented. These are illustrated and supported
by selected examples from Canada. Presentations become more case and place specific
as the course progresses, exploring a range of attractions and activities. Lectures and
course assignments are intended (and accordingly structured) to incite students to explore
these further and more in depth. More towards the end of the course, we will give more
in-depth consideration to the potential of tourism for community economic development,
both in urban and rural areas.
Course Methodology
The basic methodology will be lectures, accompanied by discussions, films and other
audio-visual materials. The mid-term exam will take place in class, and the final exam
will be scheduled during the regular exam period. Students are responsible for all
material covered in each of the lectures.
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AHSC 311 Respecting Diversity in Human Relations (3 credits)
Undergraduate Calendar Description
Prerequisite: 30 university credits including AHSC 230. This course examines the
significance of identity-related differences, such as disability, age, gender, race,
ethnicity, sexual orientation, in human relationships and social settings. Students
can expect to learn about the nature and effects of negative stereotyping and
biases in personal perspectives, institutional practices, and cultural norms. It
fosters the development of awareness and skill in communicating and relating
across these differences. Building on skills and understanding of relationships, the
course fosters the development of an awareness of diversity issues and how
diversity impacts communication and relationships. NOTE: Students who have
received credit for AHSC 245 may not take this course for credit.
Course Approach
This class is intended to help students to think about working and living in a
culturally diverse society. The course is an introduction to different dimensions of
diversity and difference. These will be viewed from personal, interpersonal, and
societal perspectives in order to promote better understanding and actions by
ourselves, help create openness to the experience of others, and explore ways in
which people can and are taking action collectively as well as individually.
In this course, your experience is a significant part of the learning process.
Sharing our individual and collective stories in an appreciative, supportive, and
respectful environment is important. The experiential approach to this course
means "learning in action", and will focus on in-class experiences, reflection and
analysis.
Course objectives
This course will provide opportunities to:
Acquire and integrate relevant and practical concepts, models and theories of
diversity and difference and value differences in perspectives, styles, beliefs, and
feelings
Develop an understanding of how our multiple identities develop and are
maintained
Confront racism and other forms of discrimination as systemic in Canadian life
Develop an understanding of the role of history today
Increase awareness of personal, social, political, cultural and physical barriers to
inclusion, which may or may not be visible
Develop skills in communicating and relating to others across differences
Gain an understanding of a number of ways discrimination has been resisted
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AHSC 312 Sexuality in Human Relations (3 Credits)
Undergraduate Calendar Description
Prerequisite: 30 university credits including AHSC 220, 230. This course provides
students with knowledge of physical and psychosocial aspects of sexuality in
relationships through life and examines values, attitudes, and issues related to the
development and expression of sexuality. Topics include gender, family, cultural
and media influences; historically and culturally based attitudes; prevention and
sexually transmitted diseases; self-perception and identity in sexuality; and
emotion and sexuality. The course aims to foster respect for persons and diversity.
NOTE: Students who have received credit for AHSC 253 may not take this course
for credit
Course Objectives
A greater understanding of human sexuality
An expanded awareness of the students‟ own sexual values and attitudes, and of
themselves as sexual beings
To become more comfortable in discussing sexual issues
To develop the facilitation of responsible sexual decision-making
To utilize thinking skills in relation to sexual issues
The development of critical thinking skills in relation to sexual issues
Experiential Learning
Consistent with the AHSC approach, the emphasis will be on learning through
experience. This course is designed to provide basic, accurate and current
information about human sexuality, and to afford students an opportunity to
further their understanding of the influence that sexuality has on their everyday
lives. Since our interpersonal behaviours are influenced by our feelings, attitudes
and values, time will be spent identifying these as they relate to your sexuality.
This is not a sex therapy group or a course in morality. It contains frank and
explicit discussion and analysis of sexuality. You will have opportunities to
communicate goals and progress with the class as a whole as well as in smaller
learning groups which will be assigned at the beginning of the semester.
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AHSC 313 Family Communication (3 credits)
Undergraduate Calendar Description:
Prerequisite: AHSC 220, AHSC 230. This course is a requirement for students
enrolled in the Certificate in Family Life Education. This course is an
examination of patterns, effective approaches, and issues in communication
among persons in primary partnerships and families. It also explores topics such
as diversity in forms of "family", decision-making, problem-solving, power
relations, gender issues, managing differences in expectations, and the influences
of cultural, social, and economic contexts. NOTE: Students who have received
credit for AHSC 254 may not take this course for credit.
This course will introduce students to the communication “patterns” experienced
by nurturing and troubled families and to practice-oriented models which can be
used to lead parent support groups and develop effective family life education
programs and parent training workshops. The content of the course focuses on
theories which can be applied to create “effective approaches” for working with
families. For students hoping to practice family therapy in the future, the course
will be a helpful first step in this training process.
The course also has a subjective orientation in terms of helping students identify
their own preferred problem-solving style and pattern of stress reactions. This
self-knowledge is important when trying to intervene successfully in a family
“system” where every communication exchange has strong emotional overtones.
It is the high level of non-verbal emotional responses in families which makes
them different than any other group. How emotion is communicated (and
balanced with thought to generate EQ—“emotional intelligence”) is critical. EQ
determines family organizational strength, parental leadership skills, decisionmaking and problem-solving effectiveness, and how the family and each of its
members make social connections outside the home.
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AHSC 314 Adolescence: Issues and Interventions (3 credits)
Undergraduate Calendar Description:
Prerequisite: AHSC 220. This course links knowledge of adolescent development
to a more detailed examination of related adolescent patterns and issues, including
peer relations and friendship, parental and family relations, identity, sexuality and
gender, and socio-economic and cultural influences. Directed towards students
interested in working with adolescents, the course combines theoretical and
practical knowledge relating to adolescents, their parents and their concerns for
the purpose of enhancing the adolescent experience.
Course Purpose
The goal of this course is to provide students with opportunities to examine
adolescent development and challenges, and explore intervention principles and
approaches that human service professionals use in work with teens. It will also
provide the student with an understanding of the trials and tribulations of
adolescence, including the issues that many teens will potentially have to deal
with. To offset the “issues,” the student will learn both general and specific
“interventions” that may be implemented to help with the particular issues.
Course Objectives
To review basic elements of adolescent development and its context;
To examine current challenges for adolescents and their families;
To introduce principles of intervention and intervention approaches with
adolescents;
To experience the rewards and challenges of team work in examining adolescent
cases;
To provide opportunities to reflect on our own adolescent experience and to
clarify our career goals in relation to this population.
To understand adolescent development in general
To realize and understand the various issues that teens might go through
To be able to recognize the more serious issues faced by teens
To be aware of potential interventions and techniques that are available to the
professionals
To have the opportunity to work with “at-risk” youth
To have a good understanding of what families go through as their teens develop
Course Methods
Lectures, discussion, group work, case studies, videos.
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AHSC 315 Interviewing (3 credits)
Undergraduate Calendar Description
Pre-requisite: AHSC 230. This course reviews different approaches and concepts
relevant to interviewing for use in work and community settings. It examines
communication influences on the interviewer and interviewee and the limitations
of different interview approaches. It enables students to structure and design
interviews, to build rapport, and to manage information flow. NOTE: Students
who have received credit for AHSC 256 may not take this course for credit.
Course Objectives
This course will provide opportunities for students to:
Integrate theory and practice of interviewing
Learn how to skillfully interview and be interviewed
Understand their attitude toward inquiry with others and practice ways to stay
open during the information gathering process
Develop the ability to put others suitably at ease in an interview and create a
context that enables maximum information flow
Enhance personal self-reflection skills in the context of interviews
Apply in real-time the skills, knowledge and attitudes of effective interviewing to
something they care about
Create a caring and committed learning community with mutual support,
feedback, and active experimentation
Understand the interview within the context of basic communication theory
Introduce a variety of interview types
Examine the roles of both the interviewer and the interviewee in the interview
process
Learn to develop effective interview guides
Course Format
The class will include a number of different learning formats including: lectures,
group discussions, guest lectures, self-learning and in-class activities.
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AHSC 316 Adulthood: Patterns and Transitions (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 220. This course examines transitions and developmental
change through early adulthood and middle age. Relevant adult development
theories are reviewed. Students explore the nature and significance of life
transitions, choices and contextual influences. The course includes a consideration
of the societal values inherent in notions of maturity, optimal environments, and
interventions to enhance quality of life.
This course is designed to help participants explore the nature of development and
life changes which occur during the adult years. The focus is on the age period
from emerging adulthood through middle adulthood.We will investigate the
features and patterns of life changes. This includes what these changes typically
are (i.e., common themes and preoccupations, etc.), how such changes appear to
configure into developmental phases, and how we seem to transit from one phase
to another. We will also explore views as to the direction of change and the nature
of maturity and healthy development during adult life.
Objectives
Through lectures and discussion of the assigned readings, experiential activities,
class presentations and projects, students will begin to develop a critical
understanding of the major theoretical models of adult development. Exploration
(both theoretical and practical) of the role of transitions in adult development will
encourage students to engage in a dynamic and personally meaningful reflection
on the experience of transitions in their own lives.
Major areas of emphasis include:
Tracing the changes in our own lives (autobiographical) and relating these to adult
development theory (i.e., several theorists‟ representations of patterns of change
throughout the adult years.)
contextual influences on the adult life course (i.e., family, societal values, culture,
historical features, etc.)
The nature of the change process which “transits” us from one life stage to
another, and some of the conditions we tend to experience during these
transitional periods.
Views of maturity, optimal environments and interventions for maximizing wellbeing in adulthood.
psychological, sociocultural and biological aspects of human development in the
adult years
Selected theories on the nature of adulthood and the process of change during the
adult years
Psychological, biological and sociocultural influences on the direction and quality
of the adult life course;
Patterns of stability and change in the adult life cycle,
Adult roles and responsibilities,
Preventative interventions and approaches to managing life change which
maximize well-being in adult life.
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AHSC 319 Older Adulthood: Issues and Intervention (3 credits)
Undergraduate Calendar Description:
Prerequisite: AHSC 220. This course explores developmental change patterns and
differences among people in older adulthood. Topics include retirement and
pensions, concepts of health, fitness, well-being and models of health care,
housing and transportation, leisure, family and social relations, ethnicity and
aging, loss and grief, death and dying. Designed for persons interested in working
with older adults, the course fosters awareness of myths, stereotypes and ageism,
and emphasizes an attention to community social support and interventions which
are enabling.
This course explores these topics by combining a person-centered approach to the
study of older adulthood with the more usual issue orientation. The reason this
perspective is important is that human beings are “meaning making” creatures,
capturing the essence of their life experiences in the stories they tell. Older adults‟
stories are about where they‟ve been, what they have done, and what they have
learned from their achievements and disappointments. The “life review” in these
stories is essential for “successful aging,” as is the circle of close friends and
family members who do most of the listening. Understanding narratives is
essential for potential professional helpers who want to assist older adults
maintain their “voice” during this life stage. The course is organized around this
core objective.
There are also biological, psychological, and social factors, which influence the
quality of life of older adults, as well as personal, family, and professional
services in place to help as needed. The attitudes and social policies that influence
the availability of these resources are shaped by the presence or absence of strong
person-centered values and a culture that supports them.
The primary objectives of the course are for students to find answers to these core
questions:
How are the priorities and needs of people in this life stage different?
How can I establish a working relationship and positive rapport with older adults
in such a way that they maintain control over their lives?
What community, social, and individual programs are important to help older
adults age successfully?
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AHSC 323 Gender and Leisure (3 credits)
Undergraduate Calendar Description: Prerequisite: 30 university credits
including AHSC 241. This course focuses on theory and empirical research
concerning the relationships between gender and leisure. This includes topics
such as the effect of gender on leisure meanings, constraints to leisure, and
participation in leisure. In addition, this course explores the cultural influences of
leisure related to gender identity and gender relations. As part of this, the course
explores the role that leisure plays as a significant site for the social construction
and contestation of gender. Emphasis is placed on understanding ways in which
gender relations and gender role expectations affect and are affected by leisure.
Topics to be covered include an analysis of women‟s and men‟s experiences,
attitudes, constraints, challenges and behaviors related to gender and leisure.
Emphasis will be placed on understanding ways in which gender relations and
traditional gender role expectations effect leisure and, in turn, how leisure informs
gender.
Course Objectives
Throughout the course, each student will:
Gain a broad understanding of the inter-relationships among the foundational
concepts of the gender and leisure theory
Assess, identify, describe, apply, and understand the ways in which gender has
influenced and shaped her/his own life and her/his leisure activities and behaviors
Be exposed to current issues and controversies related to leisure and gender
Create and participate in a forum for discussing the topics related to gender and
the ways in which theory and research can be applied to their life and their
professional practice
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AHSC 330 Leadership in Small Groups (6 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 232, 260. This course develops facilitative approaches to
leadership in small groups. Students learn effective ways to observe and to
interpret the significance of group behaviour for the purpose of intervening
effectively. The course highlights factors optimizing participation, patterns of
communication and influence, decision‑making, problem‑solving, collaborative
planning, conflict management, and effects of gender and other identity‑related
differences. It assists students to identify their leadership styles and to foster
flexibility in adapting to diverse group situations.
Course Goals
This course develops facilitative approaches to leadership in small groups.
Students will learn effective ways to observe and interpret the significance of
group behaviour for the purpose of intervening effectively. It assists students in
identifying their leadership styles and fosters flexibility in adapting to diverse
group situations. The course highlights factors that optimize participation, and
influence. Our hope is that after completing this course, students will have a better
understanding of themselves in relation to group processes, and an increased
ability to take appropriate action in working with groups.
Course Objectives
Students will develop and demonstrate through class activities and assignments:
An understanding of concepts of leadership behavior for group/team development
The ability to use theories of group development and leadership to inform
practitioner behaviour
Skills in facilitative leadership and process observation through opportunities to
lead and observe groups in class
The connection between process observation, group diagnosis, and intervention,
from a leadership perspective
The ability to critically reflect on your leadership experiences
An awareness and enhancement of personal leadership characteristics and values
through the exploration of the qualities of effective leaders
Skills in communicating and relating to others across differences.
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AHSC 333 Leisure and the Environment (3 credits)
Undergraduate Calendar Description:
Prerequisite: 30 university credits including AHSC 241. This course examines the
state of the natural environment, and explains how leisure service providers play a
crucial leadership role in fulfilling the needs of both the public and the
environment.
Course Description:
The main emphasis of the course is on leisure as a social phenomenon impacting,
and being impacted by, the natural world. The course thus explores human
activity set in the natural environment, but also expands the understanding of
environment as concept beyond the limits of environment defined narrowly as
nature. Different aspects of leisure as a manifestation of human-environment
relations are considered in different settings and at different geographical scales,
including urban environments (cities). The fundamental concepts of ecology and
ecosystems, and of sustainability are discussed, especially as they have become
applicable to leisure through notions such as ecotourism and sustainable tourism.
Also, a variety of specific types of activities associated to leisure are covered.
Case studies picked from different regions of the world are used to present a
variety of situations and problems. These are approached and analyzed from the
point of view of environmental science, environmentalism (as a social and
political movement), geography, economics and sociology.
Course goals
To introduce a broader and clearer definition of the concept of environment
To explore the notions of ecology and sustainability from the point of view of
leisure
To develop an awareness of a variety of environmental issues of present concern
To consider leisure‟s place and role in current environmental issues and concerns
To understand the interrelationship between our leisure behaviours and actions
and the environment
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AHSC 335 Power and Conflict Resolution in Human Systems (3 credits)
Undergraduate Calendar Description:
Prerequisite: 30 university credits. This course gives students a theoretical and
practical overview of the role of power and conflict in human relationships and
human systems — groups, organizations, and communities. The concept of power
is explored in depth since the use of power is central in both the creation and the
resolution of conflict. The course focuses on the development of analytical tools
that serve to identify the different elements leading to, maintaining or escalating
conflicts. Particular attention is given to ethics associated with the use of power
and management of conflict.
Objectives:
This course pursues three major objectives:
A theoretical perspective on power and conflict by:
Sharing a definition of power that will permit a deeper understanding of human
interaction;
Exploring conflict dynamics in different human systems (couples, families,
groups, organizations, communities, etc.);
Briefly looking at some resolution methods such as negotiation and mediation.
The opportunity to explore your own relationship to power and conflict;
The opportunity to use these concepts to analyze various situations of human
interaction.
Learning outcomes:
This course deals with conflicts in human systems, largely from the starting point
of being a member of a system in which conflict is taking place. By the end of this
course the participants should be able to explain the processes that make up a
conflict in a human system. Learning objectives through the course include
appraising the power sources that people in a conflict employ, determining some
effective strategies and tactics for accomplishing conflict goals, and being able to
interpret conflict by using theories to explain or predict conflict processes.
Participants will learn by discussing conflicts that they are now or have been
involved in, conflicts that are known through the media, and occasionally fictional
conflicts. Exercises will be used to delve deeply into conflict processes, including
role-playing and observation, reading and critiquing conflict scenarios and finding
real-world conflict processes to analyze. The conflict topics that we will discuss
will come from your own experience.
Teaching methods:
The teaching approach used assumes that people learn best by experiencing, by
reflecting on that experience, then by conceptualizing from those activities, and
finally by trying out what they learned. In addition to class experience, you will
have an opportunity to link data to theory from lectures, required readings, class
discussions and shared processing time.
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AHSC 340 Employee Recreation Services (3 Credits)
Undergraduate Calendar Description
Prerequisite: 30 university credits including AHSC 241. This course examines the
origins and development of recreation related to the place of employment. It
includes critical analysis of the research literature in the areas of work/leisure
relationships, cost/benefits, government intervention, and program design and
family involvement.
General Objectives
Investigate the historical perspectives and current trends in this field
Gain theoretical understanding of the work/leisure phenomenon
Gain practical knowledge and skills for developing employee services
Analyse the benefits of employee programs for both employees and employers
Topics
Historical Perspective
Corporate and Employee Needs
Employee Services and Programs
Special Events
Finance and Promotion
Planning, Evaluation and Control
Needs Assessment and Program Organization
Classes will involve group and class discussions, which will provide opportunities
to participants to share knowledge, reflect on experiences, and respectfully debate
opinions. Everyone‟s voice is valued in the class. It is important that you not
only be in class but participate by asking and responding to questions.
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AHSC 350 Leisure Education (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 241, 260. This course offers an introduction to the field of
leisure education. The history and underlying philosophy of the concept is
presented. The roles of the school, community, and community-serving agencies
are examined. Existing models are analyzed and discussed.
Course Description
The course covers the development and implementation of leisure education for a
variety of client groups in diverse and inclusive settings. Including therapeutic
recreation settings and leisure related to health and wellness applicable for all
individuals. This process will serve to broaden the learners understanding of
leisure through a journey of self-discovery to become leisure educated and
subsequently to become leisure educators. To facilitate this learning about leisure,
for leisure and through leisure, application of concepts and facilitation techniques
are explored. Students learn about promoting leisure based on participant values
by better understanding leisure-related barriers and how to increase leisure
awareness.
Learning Outcomes
Students will gain an understanding of the practice of Leisure Education within a
therapeutic and non-therapeutic context.
Students will demonstrate an understanding of the theories, principles, models and
philosophies that serve as a foundation for Leisure Education and reflect how on a
personal level, leisure education applies to one‟s environment.
Students will solve various leisure education issues including facilitation, communication
and motivation.
Students will evaluate leisure issues for specific populations and settings.
Students will learn how to plan and implement a formal and comprehensive Leisure
Education program.
Students will be able to identify content areas and practice interventions related to leisure
education, including components and subcomponents of leisure education and their
relationship to leisure functioning.
Students will be able to identify and practice effective techniques of education and group
facilitation/inclusiveness.
Students will demonstrate an awareness of inclusive leisure experiences.
Students will be able to identify and facilitate overcoming the barriers that
individuals may confront prior to and during leisure, and increase individual
awareness of leisure interests and develop the ability to recognize factors that
motivate individual choices.
Students will learn, understand and come to appreciate the importance of a
balanced leisure lifestyle to promote leisure happiness.
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AHSC 351 Basic Counselling Skills and Concepts (6 credits)
Undergraduate Calendar Description
Prerequisite: 30 university credits including AHSC 230. This course introduces
students to counselling theories and develops an understanding for theoretical and
value frameworks of the helping relationship. It fosters the development of basic
helping relationship skills applicable in everyday relationships in work and social
settings. Skill areas include attending skills, such as attending to nonverbal
behaviour, reflection of content, reflection of feeling, paraphrasing and
summarizing; and influencing skills, such as interpretation and analysis. Also
highlighted are ethical issues and attention to cultural differences.
Course Goals
The goal of this course is to familiarize you with the basic theories of counselling
and the fundamental skills of helping. The course is not designed to train
professional counsellors, but rather to provide a basic orientation to counselling
and to a variety of counselling skills. It may prepare you for further courses and
training.
Course Objectives
This course will provide opportunities to:
Expand your understanding of, and critical perspective on, the field of
counselling: basic concepts, main schools of thought, the range of settings for
practice, the possibilities and limitations of counselling, the roles that gender and
culture play;
Increase awareness of yourself in relation with others, specifically in the role of
helper: the role of your values and beliefs, your personal history and your
worldview;
Learn basic counselling interventions and microskills and to practice these skills;
Elaborate your own approach to helping relationships generally, in light of your
understanding of the processes of being in relationship, of change, intervention,
power relations, and ethics.
Fieldwork
Fundamental to understanding counselling is an appreciation of the evolution of
the experience, as the counsellor assists the client in attaining her/his goals. In
order to provide insight into this process, students are asked to participate in a
counselling relationship as a client. Arrangements have been made with a
counselling site for students to receive 15 sessions of counselling from a
supervised intern at no charge. You may also arrange for your own therapy or to
continue with an existing counselling relationship. This may only be done,
however, with the full knowledge of the therapist and notification of your
instructor.
Confidentiality
You are beginning an experience that involves role-playing, practice interviewing,
and a counselling relationship. It is possible that information that is personal will
be talked about in class. You have the right and the responsibility to share only
what you chose. It is absolutely essential that confidentiality be maintained in
relation to all material you hear.
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AHSC 355 Foundations of Family Life Education (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 232, 260, 313. This course examines Family Life Education
from its inception as a field of practice to its current status in North America. It
highlights complex related issues and the role of the educator, including attention
to personal values and ethical principles of the practitioner. Topics include
distinctions between prevention education and therapeutic intervention, and an
overview of the range of different family life education programs and current
practices.
The National Council on Family Relations (NCFR) has taken the position that
family life educators need to have certain academic experiences, along with
opportunities for supervised practice. The practice in this course will be provided
through simulated class experiences. Throughout the course you will be
encouraged to develop and clarify your identity as a family life educator.
Course Learning Objectives
To gain some knowledge about the field of Family Life Education:
Describe and explain the history, philosophy, and principles of the profession of
Family Life Education
Formulate evaluation methodologies for Family Life Education
Identify and apply professional ethical standards from recognized associations.
To understand the importance of self-awareness and develop attitudes which
enhance the role of the Family Life Educator
Increase your awareness and acceptance of self, personal values, and underlying
beliefs
Clarify the role of Family Life Educator and adapt it to your own style and
preference
To practice some of the skills needed by a Family Life Educator:
Design a Family Life Education program, using a group development theory and
a family life cycle development theory
Implement a Family Life Education program, applying the theory of experiential
learning and personal change
Demonstrate skill in competent group facilitation
Demonstrate competent communication skills
To recognize the importance of professional self-esteem as a Family Life
Educator:
Demonstrate competence and self-confidence as a practitioner in implementing a
program design;
Demonstrate how to follow a clear set of ethical guidelines;
Articulate a clear personal definition and philosophy of Family Life Education.
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AHSC 360 Play, Adult Learning and Development (3 credits)
Undergraduate Calendar Description
Prerequisite: 30 university credits including AHSC 220. This course examines the
concept of play in adult learning and development. Gender, age, ethnic and social
class diversity are explored as they relate to adult play behaviour.
Format
Play, Adult Learning and Development is both a theoretical and practical course.
Therefore, the students are going to learn theoretical ideas and apply these
theories in a hands-on playful learning environment. The students are at times the
“player” and at times the play leader. Your commitment to attending class and
participating is required in the promotion of experiential learning.
Course Content
This class will focus on four areas as they relate to play: Play and human
development, facilitating play opportunity, the construct of play, and play in
context. At the center of the learning is the learner (know thyself).
Goals
Students will begin to examine “play” through introspection, to “know thyself”
Playfulness will start to become part of student‟s behavior
Students will develop and implement a play-related program
Learning Outcomes
Students will demonstrate knowledge:
Recognize developmental life stages
Distinguish the context of play
Identify core theory about play
List critical components of program design
Students will demonstrate understanding:
Demonstrate what types of play are age appropriate
Identify the context of play
Apply the concepts to various theorists (classify)
Apply these components to your program
Students will engage in thinking:
Compare & contrast benefits and barriers of play behavior at various life stages
Justify the context of play
Argue the context of play
Produce a framework
Evaluate (& criticize) the programs created
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AHSC 361 Leisure Services Leadership (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 230, 241. This course offers an analysis of leadership theory
and its application to leisure services. Major topics are the principles and practices
of leadership, group dynamics, leadership skill development and program
planning, and the unique role of the leisure leader.
Course Objectives
To develop an understanding of leadership theory and its application to leisure
services
To develop an understanding of the history and development of leadership theory
including
To examine traditional and situational leadership
To develop an understanding of group dynamics and theories of group
development.
To understand the importance of group dynamics in different leisure service
situations
To develop skills related to leadership in leisure services including: presentation
skills,
leading a group, communication skills, group management, group control,
decision making
To explore problem solving, consideration and strategies for leading certain
groups or activities, and conflict resolution.
To develop an awareness of personal leadership style and adaptability and
flexibility of
leadership approach
To understand the role of a facilitator
To develop an awareness of professional responsibilities, values, and ethics
related to
leadership in leisure services
To understand personal strengths and weaknesses as a leader
To develop skills related to giving and receiving feedback
To understand the role of observation in the development of leadership skills
To develop an awareness of critical thinking in the leadership process
To learn leadership skills and techniques from practice and from the practice of
others in the class
Course Format and Requirements
This class will include a number of different learning formats that include
lectures, class
discussions, self-learning, student presentations, personal and group activities, and
dedicated
observation and feedback. The main focus of the course is on developing
leadership and group
skills through personal, self-directed activity as well as shared and communal
activity.
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AHSC 370 Principles and Practices of Human Systems Intervention (3
credits)
Undergraduate Calendar Description
Prerequisite: AHSC 270. The focus of this course is on the practice of human
system intervention from a pragmatic as well as a theoretical perspective. The
course emphasizes collaborative strategies for effecting change in human systems
within a broad range of intervention alternatives. It focuses on the
interventionist‟s role in effective change strategy development, initiation,
management, and evaluation. Students can also expect to develop intervention
practice skills including issue definition and assessment, data gathering
techniques, intervention planning processes, information feedback mechanisms
and processes, and change evaluation methodologies. The course is taught with a
special focus on personal and professional values and ethical issues related to
human systems intervention.
This course is designed to increase knowledge and skill in conceptualizing,
implementing and evaluating planned change interventions in human systems. It
will focus on joint action research methods and working collaboratively with
client systems to ensure planned interventions that both meet the client system
expectations and produce new social science knowledge.
The central concept of this course is intervention, which can be defined as the
process of entering into an ongoing relationship with a client system (either
persons, groups, communities or organizations) with the expressed purpose of
improving human and social relations.
The course also emphasizes collaborative strategies for effecting change in human
systems within a broad range of intervention alternatives. A special focus of the
course will be on the systemic nature of change and intervention practice. With
this in mind, the course will focus on increasing understanding of large-scale
social change processes and the necessary system conditions that underlie
practical change efforts.
Course Objectives
To develop an increased understanding of intervention processes, including the
development of client relationships, social systems analysis, intervention
planning, implementation, and evaluation.
To develop an appreciation of the systemic nature of the change process, with a
special focus on large systems.
To develop an understanding of different approaches to social change
intervention, with a special focus on the normative re-educative approach.
To have knowledge of multiple tools that can be used in the various phases and
stages of human systems intervention.
To increase students‟ understanding of their personal biases, prejudices, interests
and passion in relation to different approaches to human systems intervention and
in relation to building and maintaining collegial and professional consultant/client
relationships.
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AHSC 371 Community Recreation Planning (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 241, 260. The course focuses on the application of recreation
planning, theory, and skills. It examines methods and procedures used to assess
client needs, design and deliver programs and services, and evaluate their impact.
Practical experience is gained through a combination of field experience, project
planning, and group work.
This course prepares students to develop and implement procedures used to assess
participant needs, and to design, deliver and evaluate programs and services.
Practical experience is gained through a combination of field experience, project
planning, in-class presentations by professionals working in the field, and group
work.
The class is flexible in its teaching style and will be conducted like a graduatelevel tutorial. There is no textbook required, but students would do well to review
the lecture notes from AHSC 260, as this is the prerequisite background
knowledge required to successfully complete this course. Additional reading
material is linked through the Moodle web page and should be read before class
and in preparation for assignments and presentations.
Course objectives
To develop an applied understanding of programming theories, concepts, and
issues important in recreation programming.
To identify and apply concepts of the programming process through an applied
programming project done in small groups.
To develop an awareness of current trends in recreation programming as it relates
to community organizations, volunteer relations, developing partnerships, related
administrative practices, and current risk management issues.
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AHSC 375 Organizational Leadership: A Human Systems Approach (3
credits)
Undergraduate Calendar Description
Prerequisite: AHSC 270. This course is an introduction to the practice of
leadership in organizations with a human systems approach and perspective. The
course examines a range of theoretical concepts current in organizational
leadership practice including systems thinking, team-based leadership, and
strategy formulation from a leadership perspective. It provides an opportunity for
students to examine ethics, values, and abilities required in organizational
leadership today.
Course Description
Some of the topics that will be examined:
The history, basic concepts and specific theories of organizational leadership
Exploration of leadership from the individual perspective; developing an
understanding of self and leadership
Topics of interest. This may include leading change in organizations, emotional
intelligence, leading virtual teams, the impact of culture, diversity, the future of
organizational leadership, etc.
Each class will include short lectures, individual and/or group exercises and class
discussions.
Objectives
Students should leave the course with:
An understanding of organizational leadership theory (including its history)
An increased awareness of the relationship between leadership and its context
An understanding of some of the key discussions and debates facing leaders of
organizations today
A greater appreciation of the complexity of leading organizations
A deeper understanding of their own interests, strengths and challenges in
organizational leadership.
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AHSC 380 Quantitative Research Methods for Practitioners (3 credits)
Undergraduate Calendar Description
Prerequisite: 30 university credits including AHSC 260. This course gives an
overview of a range of data collection and analysis strategies that are relevant to
collaborative and participative intervention practices. It examines practical
considerations for selecting specific quantitative approaches and prepares students
to formulate and administer intervention-related questionnaires, to conduct basic
quantitative analyses, and to present data results to interested individuals and
groups. The course also examines basic ethical requirements in conducting
applied social research.
Course objectives
To become familiar with the elements involved in developing a quantitative study
To develop an appreciation for the ethical issues encountered when conducting
research with human subjects, and an understanding of various means to minimize
potential sources of harm to participants.
To become aware of the different research approaches that yield quantitative data
for analysis.
To develop an understanding of questionnaire design and construction, as well as
practical issues related to survey distribution & the analysis of survey results.
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AHSC 381 Concepts in Therapeutic Recreation Programming (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 241, 260, 281. This course explores current therapeutic
recreation practices with emphasis on rehabilitation in community and clinical
settings such as hospitals, group homes, psychiatric centres, rehabilitation clinics,
and correctional centres. Leisure planning and assessment models are studied to
identify the modes of recreational activity which may be used as an intervention.
Course Objectives
Through successful completion of AHSC 381, students have the opportunity to
develop and demonstrate knowledge, skills and competencies in the following
areas:
Critically examine Therapeutic Recreation (TR) models to understand how they
provide a framework for developing and implementing TR services on both a
comprehensive and specific program level
To become competent in the skills and techniques of TR program design
including;
Client assessment
Program/intervention planning
Individualized treatment goals and objectives
Activity analysis
Implementation/facilitation techniques
Documentation/progress reports
Evaluation of both clients and programs
Guiding principles for the course
Program development is a systematic process that incorporates the needs and
preferences of clients into the formulation of specific program outlines for
individual, small group or large group intervention. Outlines should include
program purpose, rationale, description, target population, goals, outcomes,
evaluation mechanisms and resource requirements.
The purpose of program development is to establish programs which best meet
client needs and preferences. They serve as a guide for clients and TR
professionals to select programs and provide a mechanism for evaluation and
accountability.
TR program delivery involves the provision of a variety of goal oriented programs
focusing on a continuum of services regardless of location.
The purpose of program delivery is to assist the client in achieving their identified
goals, as outlined in the intervention plan by acquiring and/or maintaining skills,
attitudes, knowledge and/or behaviours that will contribute to optimal leisure
functioning.
Client needs and preferences must serve as the foundation for TR program
development.
Written program outlines are necessary to ensure accountability to all
stakeholders.
All programs must have clearly articulated outcomes for the client and groups.
Optimal client outcomes are directly related to understanding of the impact on the
diagnosis.
The use of various techniques, contribute to optimal client outcomes.
Optimal client outcomes are directly related to the understanding of social,
cultural, attitudinal and environmental influences on an individual with a
disability.
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AHSC 382 Qualitative Research Methods for Practitioners (3 credits)
Undergraduate Calendar Description
Prerequisite: 30 university credits including AHSC 260. This course gives an
overview of a range of qualitative approaches to practical projects and
interventions. It prepares students to design and conduct interviews (including
making decisions about respondent selection) with individuals and in focus
groups, as well as participant observation. It also enables students to analyse
qualitative data from these sources as well as documentary sources in light of
practical project purposes. The course highlights special ethical considerations in
conducting qualitative forms of applied social research.
Course Description
A strong foundation in research logic and design is essential not only for
individuals planning to further their academic studies, but also for those
individuals intending to enter professional practice. Increasingly, professionals are
called upon to collect data and conduct research as part of their professional roles.
Research methods are commonly used when conducting needs assessments,
developing programs, and during evaluation activities.
The objectives of this course, therefore, are as follows:
To differentiate between qualitative and quantitative research methods.
To become familiar with various methods of qualitative inquiry including
interviews, focus groups, case studies, and observation.
To become familiar with various traditions of qualitative inquiry including
ethnography, narrative, grounded theory, symbolic interactionism,
phenomenology, action research, feminist research, and creative analytic practice.
To understand the way in which qualitative research can be applied to the practice
of human relations, leisure sciences, and therapeutic recreation.
To critically evaluate qualitative research in order to become informed producers
and consumers of research.
Course Format and Requirements
This class will include a number of different learning formats that include
lectures, group
discussions, guest lectures, self-learning and in-class activities. Students are also
expected to attend all lectures. Students will be encouraged to ask critical
questions in a respectful manner.
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AHSC 383 Therapeutic Recreation and Physical Disabilities (3 credits)
Undergraduate Calendar Description:
Prerequisite: AHSC 220, 281. This course gives an overview of the role and
impact of therapeutic recreation services for individuals with physical disabilities
and limitations. It analyses the barriers to recreation participation along with the
planning and designing of a safe and accessible recreational environment.
More detailed description:
This course will provide students with an introduction to current philosophy,
issues and practices relating to therapeutic recreation and leisure opportunities for
persons with physical disabilities. An underlying premise of this course is that
recreation and leisure is an inherent right for all individuals, regardless of
abilities.
This course will explore various physical disabilities and how Therapeutic
Recreation and leisure can enhance quality of life. This includes issues related to
attitudes, barriers to accessibility, and activity adaptation and analysis. While
describing common barriers to participation experienced by persons with
disabilities, this course also examines strategies to overcome them, thus helping
people achieve their full recreation potential, health, and well-being.
Course Objectives
Students will gain an understanding of the role of recreation and leisure in relation
to enhancing the well-being of persons with physical disabilities by increasing
independence and participation and developing a full and meaningful life with the
community.
Students will learn about disability and become familiar with what disability
related issues in today‟s society. This includes a particular focus on societal
attitudes, media representations of disability, and related psychosocial issues.
Students will gain knowledge about various accessibility issues including
physical, environmental and social barriers. Strategies about how to reduce or
eliminate them will also be presented.
Students will enhance their understanding of a variety of selected physical
disabilities.
Students will engage in experiential learning through disability simulation
exercises and lab placements.
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AHSC 384 Therapeutic Recreation: Cognitive Disabilities and Illnesses (3
credits)
Undergraduate Calendar Description:
Prerequisite: AHSC 220, AHSC 281. This course gives an overview of the role of
therapeutic recreation services for individuals with cognitive disabilities and
limitations or illness. It focuses on the etiology, impact, and barriers related to
specific conditions. It also studies legislation trends and resources for community
recreation integration and the role of transitional programs.
This course has a required lab component in the form of hours at a volunteer
placement
Course Objectives:
Provide a basic understanding of cognitive processes.
Identify the various populations of people that TR professionals may encounter.
Describe the etiology, symptomatology, prognosis, and treatment associated with
each group.
Examine intrinsic, environmental and communication barriers and facilitators to
full leisure participation.
Discuss how cognitive disabilities affect individuals‟ global performance with
regards to their leisure functioning and activities of daily active living (e.g.,
ambulation, learning skills, eating skills, dressing skills, and personal hygiene
skills).
Examine the effects of therapeutic recreation interventions for individuals with
cognitive disabilities (e.g., What are the psychological and physical benefits?
What are the needs? What restrictions are involved? What adaptations are
necessary?)
Observe and assist in TR interventions during placement.
Course Format and Requirements:
This class will include a number of different learning formats that include
lectures, group
discussions, guest lectures, self-learning and in-class activities. Students are also
expected to attend all lectures. Students will be encouraged to ask critical
questions.
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AHSC 402 Fundamentals of Child- and Youth-Care Work (3 credits)
Undergraduate Calendar DescriptionPrerequisite: 30 university credits
including AHSC 314. The objectives of this course are to provide students with an
understanding of the scope and status of child- and youth-care work, to sensitize
them to the necessary competencies and daily challenges of this work in a range
of settings, and to review relevant theory. Federal and provincial legislation,
which apply to this practice, are also presented. A major focus of the course is on
developing skill in intervention planning and relationship building with youth.
NOTE: Students who have received credit for this topic under an AHSC 398
number may not take this course for credit.
Objectives of the course
To provide students with a broad base of understanding of the scope and status of
the field of Child and Youth Care
To sensitize students to the necessary competencies and daily challenges of Child
and Youth Care work in different settings
To create the basis for career decision-making in relation to youth work and child
welfare
Format of the course:
Lecture, discussion, simulations, role playing, videos and guest speakers.
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AHSC 422 Youth and Leisure (3 credits)
Undergraduate Calendar Description
Prerequisite: 30 university credits including AHSC 220, 241, 260. This course
develops an understanding of the leisure needs of youth from emotional, physical,
psychological, and sociological perspectives. Major areas of discussion include
leisure preferences and needs assessment, strategies for programming, dealing
with youth-at-risk, and recreational opportunities for youth. Lectures and
laboratory.
Purpose of the course
The purpose of this course is to help students gain a theoretical and practical
knowledge of the leisure needs of youth and an understanding of how these needs
can be met. Students will learn about the various aspects of adolescent
development (psychological, social, emotional and physical) and how adolescent
development impacts on and is impacted by leisure time experiences.
Format
The class component of the course will involve lectures, class and small-group
discussion, video presentations, guest speakers and group exercises. Topics to be
covered include the following:
Current Themes in Youth and Leisure
Adolescent Development
Philosophy of Youth Leisure
Adolescent Behaviour
The Role of Peers
Adolescent Leisure Needs & Preferences
Adolescent Leisure Facilities
Program Planning
Issues relating to lab work
Labs
There is a laboratory component of the course and it is in the form of a weekly
field placement with a community development agency offering leisure
opportunities to young people. The placements will run for eight weeks. Each
week students will spend a number of pre-determined hours at their placements.
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AHSC 423 Organization Development I (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 270, 330. This course introduces students to the
characteristics of organizations as open systems. The evolution of organization
development and the principle theories and perspectives that have helped to
define the field are studied. Organization development methods as well as criteria
for examining organizational effectiveness, underlying beliefs, values, and
assumptions are examined. Key concepts covered are organization vision, mission
and goals, and organization norms and culture. NOTE: Students who have
received credit for AHSC 420 may not take this course for credit.
This course is an introduction to the field of organization development, with a
focus on you as a change agent, whether a manager, internal consultant, or
external consultant, who attempts to bring about change in an organization. An
attempt will be made to develop theoretical and intellectual knowledge regarding
Organizational Development (OD), its orientation, processes and methodologies.
This course relies heavily on active participation of all class members. Class
sessions will be divided into experiential exercises designed to illustrate issues in
the field, and theoretical presentations by the instructors. This course deals with
the fundamentals of organizational development and organizational change.
As a potential association manager, internal consultant or external consultant
working with or within an organization you will have the opportunity to:
Study relevant organizational development theory.
Apply the principles of group development while working with other students.
Investigate the processes and concepts related to managing change within
organizations.
Consider your abilities, values and feelings in relation to yourself as a change
agent.
Throughout the term the course content will be applied whenever possible to real
or simulated situations within organizations. Class sessions will be a combination
of theoretical presentations and discussions as well as exercises designed to apply
what is learned to the real world of organizations.
Course Objectives
Knowledge
To learn the fundamentals of organization development and organizational
change.
To understand the procedures for organization analysis and diagnosis.
To understand and use group development processes while working with other
students.
To appreciate the processes and concepts believed to be important in managing
change and
diversity within an organization.
Skills
To develop the ability to apply knowledge of organization development and
organizational change theory to real and simulated situations.
To develop an analytical perspective when solving problems and when sharing
solutions with and within organizations.
To develop the ability to view organizations as ever evolving and changing
environments.
Attitude
To develop an understanding of the need for personal and professional support
systems.
To develop a critical self-reflective stance towards one's own beliefs and attitudes
about change and change processes.
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AHSC 425 Organization Development II (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 423. This course provides students with the opportunity to
apply organization development concepts and strategies to effect change in
organizations. Using theoretical, case, and experiential approaches, the focus of
instruction progressively guides the student through the stages of organization
development. Concepts covered include entry and contracting, identifying
organizational issues and goals for change, collecting and analyzing pertinent
organizational data, and diagnosis and feedback to the client. Opportunities for
the development of change-agent skills are provided through the emphasis on inclass applications. NOTE: Students who have received credit for AHSC 420 may
not take this course for credit.
Course Description
This course is an introduction to the field of organization development, with a
focus on you as a change agent, whether a manager, internal consultant, or
external consultant, attempting to bring about change in an organization. This
course deals with the fundamentals of organizational development and
organizational change. Lecture content and related readings as well as class
assignments and group work will focus on you in your role as a change agent. As
a potential change agent, internal consultant or external consultant working with
or within an organization, you will have the opportunity to:
To develop the ability to apply knowledge of organization development and
organizational change theory to real and simulated situations.
Apply the principles of group development while working with other students.
Investigate the processes and concepts related to managing change within
organizations.
Develop an analytical perspective when solving problems and when sharing
solutions with and within organizations.
Develop the ability to view organizations as ever evolving and changing
environments.
Consider your abilities, values and feelings in relation to yourself as a change
agent.
Develop a critical self-reflective stance towards one's own beliefs and attitude
about change and change processes.
This course relies heavily on active participation of all class members. Class
sessions will be divided into experiential exercises designed to illustrate issues in
the field, and theoretical presentations by the instructor. During the course, each
student will be a member of an organizational development team that will conduct
a case study.
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AHSC 427 Administration of Leisure Services (3 credits)
Undergraduate Calendar Description
Prerequisite: 60 university credits including AHSC 361; AHSC 371 or 381. This
course offers an analysis of the processes involved in planning and managing
leisure service delivery systems. Topics to be studied include principles of
planning, organization, budgeting, and supervision.
Course Objectives
Purpose:
Analysis of the processes involved in managing leisure and therapeutic recreation
service delivery systems. General theories of management and administration
will also be presented, with an emphasis on their applicability to leisure and
therapeutic recreation services.
Course Content
To help the students further their knowledge of administrative areas, including:
Managerial Leadership Theory
Decision Making, Problem Solving
Therapeutic Recreation Management
Management Theory and History
Using Resources, Doing More with Less
Personnel & Volunteer Management
Effective and Efficient Management Motivating Job Design
Budgets, Budget Administration
NOTE: These topics are not fixed, nor are they in any specific order. More detail
on the ordering of topics will be available in the list of readings.
Course Objectives
To enable students to discover issues and create solutions or propositions
concerning the administration of leisure and therapeutic recreation services.
To expose students to significant current research/theoretical considerations
relevant to the course topics and allow them to interpret the findings in terms of
their own projects.
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AHSC 431 Leisure Sciences Seminar (3 credits)
Undergraduate Calendar Description:
Prerequisite: 60 university credits including AHSC 215, AHSC 361, 371;
PHIL 255. This is a third-year interdisciplinary seminar in which students can tie
together all they have learned in the Leisure Studies program. Additionally,
students are set on a course of study that should continue after they graduate so
that they can keep up with future developments in this area.
Course Objectives
The overall goal for the seminar class is for each student to examine the issues,
problems, and practices for personal and professional interest within the field of
Leisure Studies. This course offers the opportunity to integrate your coursework
in your leisure sciences degree through discussions, debates, presentations, selfreflection, self-directed learning, and creating links between research and practice.
You will have the opportunity to use the knowledge and skills you have attained
in previous classes in your role as a leisure consultant for a community leisure
service provider. The focus of this course is on reflection of what you have done
in the past (i.e., course work, work, and volunteer experiences) and the
development of a personal philosophy of leisure.
Rather than an emphasis on the acquisition of new knowledge and skills, the
primary focus in the seminar is on the integration of all coursework, including
work experiences, so that each student is able to develop an individual philosophy
of practice. This will involve independent research, discussion, debate, study,
presentation and writing on aspects of leisure about which you have a passion.
The course will have an emphasis on:
Discussing in detail past, current and future topics relevant to the leisure studies
field.
Discussing significant professional subjects in the leisure studies field.
Enhancing your reflexive practice
Individual and group learning.
Taking and defending a philosophical stance on a variety of issues.
Writing and researching a topic that interests you.
The future: For you and your intended focus of practice and the profession.
Allowing you the opportunity to express your opinions on potentially
controversial subjects related to leisure and leisure studies.
Expressing and applying learning from all aspects of the program in an
atmosphere of collegiality.
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AHSC 432 Therapeutic Recreation Seminar (3 credits)
Undergraduate Calendar Description
Prerequisite: 60 university credits including AHSC 215, AHSC 361, 381, 383,
384; PHIL 255. This is a third-year interdisciplinary seminar in which students
can tie together all that they have learned in the Therapeutic Recreation program.
Additionally, students are set on a course of study that should continue after they
graduate so that they can keep up with future developments in this area.
Course Goals
The overall goal for this seminar class is for each student to have the opportunity
to examine the issues, problems and practices for personal and professional
interest within the field of Therapeutic Recreation. This course offers the
opportunity to integrate your coursework in TR through discussions, debates,
presentations, service learning or a research focused learning projects. The focus
of this course is on reflection of what you have done in the past (coursework,
work and volunteer experiences) and the development of a plan for the future.
Rather than an emphasis on the acquisition of new knowledge and skills, the
primary focus of the seminar is on the integration of all coursework, including lab
experiences, and work experiences, so that each student is able to develop an
individual philosophy of practice. This will involve independent research,
discussion, debate, study, presentation and writing on aspects of TR about which
you have a passion.
The course will place an emphasis on:
Review and the integration of the TR course content
Understanding the TR professional market
Individual and group learning
Discussion and debate in a collegial atmosphere with a group of students who will
make up your professional network when you graduate
Developing a personal philosophy statement
Creating opportunities to make direct links to professional issues
Researching a topic that interests you
The future: for you and your intended focus of practice and the profession
The quality of the seminar class depends on all of us, not just the instructor. In
order for the course to be a success, everyone must come to class well-prepared,
attentive, well-read and enthusiastic to contribute to the discussion. At this senior
level, the instructor will pose questions, supply information through lectures and
readings and assist you in working out a resolution of each issue and problem to
your own satisfaction.
Course objectives
Specific course objectives will be decided by the class on the first day of seminar.
Students will each receive a copy of the objectives during the second week of the
course.
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AHSC 435 Fieldwork Practice (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 330. This course must be taken in final year. This course
provides an opportunity for students to integrate theory into practice in the design,
facilitation and evaluation of small group process. Students lead one small task or
learning group in a community, an organizational or an institutional setting. The
fieldwork is combined with class sessions for orientation, supervision, reflection
and evaluation.
This course provides studies with the opportunity to integrate theory into practice
by implementing their learning in designing and evaluating a program and in
facilitating this small group in a community institutional or organizational setting.
The fieldwork portion of the course is combined with class sessions for
orientation, supervision, reflection and evaluation.
The core concept of this course is the integration of group development and
facilitation theory and its practical application in a group setting. While students
come to this course with a varied range of social science disciplinary knowledge,
they are assumed to possess basic skills in program planning, process observation
and analysis of group dynamics, human relations, leadership skills, and group
development theory. This course will use personal discovery and self-assessment
as a way of increasing the depth of the student's knowledge of these areas.
Course Objectives
This course will provide opportunities for students to:
Integrate theory and practice in group leadership and small group intervention.
Increase understanding of the relationship between group dynamics, leadership,
and intervention.
Refine skills in design and implementation of effective group-based programs
Examine personal qualities of leadership.
Develop skills in self-assessment.
Create a caring and committed learning community with mutual support,
feedback, and active experimentation.
Course Structure
Each co-leading team will work within an organization to design and implement a
program for a small group. A minimum of 20 contact hours with the organization
is required; 16 hours in a group, with the remainder used for contacting,
contracting, and meeting with the contact person, orientation session, evaluation
and feedback, etc.
In addition to regular classes, the instructor may schedule further meetings with
co-leading teams. As well, the instructor encourages you to actively use the class
website (Moodle) to support each other‟s learning and contact each other and us
for help as you need it.
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AHSC 437 Internship in Leisure Sciences (6 credits)
Undergraduate Calendar Description
Prerequisite: 60 university credits including AHSC 361, 371; permission of the
Department. This course provides students with an opportunity to design,
implement, and evaluate programs; to facilitate groups in a variety of settings; and
to establish working relationships with field personnel. In consultation with their
supervisors, students select a site related to their learning interests. Students learn
to develop and manage their own project and to self-assess their work. The course
includes fieldwork, seminars, and team meetings.
Course Purpose and Objectives
To provide students with the opportunity to integrate theory and practice.
To encourage the exchange of contemporary views on current issues between the
intern, agency personnel and university supervisor.
To enable students to obtain information to be used as a basis for making choices
in relation to future jobs, future learning experiences, and other areas of study.
To enable students to recognize personal strengths and weaknesses.
To provide an opportunity for students to gain professional experience in Leisure
Services within an appropriate agency.
To gain an understanding and appreciation of the role, duties, and responsibilities
of a full time professional.
To provide students with experiences that will enable development of human
relations and communication skills, in addition to the practical application of
leisure studies.
To strengthen relationships between professional agencies and the AHSC
program at Concordia University.
Additional course requirements (see internship manual for complete
requirements):
All students must have all paperwork completed including approval from the
university before starting the internship.
Each student must complete a minimum of 6 weeks and a minimum of 240 hours.
Students cannot pass the course without successfully completing the weeks and
hours.
Students are required to submit daily logs for the first three weeks of the
internship and a weekly review summarizing each week of the entire internship.
Logs and weekly reports are to be entered using the university website „Moodle‟.
Your agency supervisor should provide you with regular feedback and will meet
with you twice to review your performance in a midterm and final evaluation.
The university will review your daily/weekly logs (on Moodle) and special
project. You will share the projects and experiences at the end of the semester.
Complete Internship Guidelines & Forms
http://ahsc.concordia.ca/internship/lsi/Manual.shtml
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AHSC 438 Internship in Therapeutic Recreation (9 credits)
Undergraduate Calendar Description:
Prerequisite: 60 university credits including AHSC 361, 381, 383, 384;
permission of the Department. This course provides students with an opportunity
to design, implement, and evaluate programs, to facilitate groups in a variety of
settings, and to establish working relationships with field personnel. In
consultation with their supervisors, students select a site related to their learning
interests. Students learn to develop and manage their own project and to selfassess their work. The course includes fieldwork, seminars, and team meetings.
Introduction
The Internship is a supervised educational experience within a professional
agency related to the student‟s area of interest or specialization. Because this
experience can constitute a significant part of the student‟s academic preparation
it is considered a vital pre-professional experience and an important facet of the
student‟s overall education.
The program is a cooperative arrangement between the department and an
approved agency where the student obtains pre-professional leadership experience
of a practical nature under the supervision of qualified and experienced personnel
from both the agency and Concordia University. The opportunity to engage in the
practical application of theories and skills learned in the classroom is afforded
each student through the internship. This program should aid students to evaluate
and further develop skills as well as solidify their professional goals.
Program Goals
To provide the student with an opportunity to integrate theory and practice.
To encourage the exchange of contemporary views on current issues between the
intern, agency personnel and supervisors.
To enable the student to obtain information to be used as a basis for making
choices in relation to future jobs, future learning experiences, and further
areas of study.
To enable the student to recognize personal strengths and weaknesses.
To provide an opportunity for students to gain professional experience within an
agency.
To gain an understanding and appreciation of the role, duties and responsibilities
of a full time professional.
To provide the student with experiences that will enable development of human
relations and communication skills.
Length Of Internship
The Therapeutic Recreation Internship requires a minimum of 360 hours over a
minimum of nine (9) weeks. A maximum of 8 hours per day and 40 hours per
week may be counted towards the required total.
Location
There are very few restrictions in terms of where an internship can be carried out.
Internship placements must be at a bona fide agency. Supervisors should hold an
undergraduate degree and have significant experience. An agency must be
approved by the University Supervisor.
The Internship may be done in an English or French setting.
A location where the student has worked will not be accepted.
Two students will not be allowed to work at one location unless the agency,
because of its size, can ensure that the interns will be working in completely
different areas.
A directory of potential internship agencies is available on the Applied Human
Sciences website.
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AHSC 439 Internship in Human Relations (6 credits)
Undergraduate Calendar Description
Prerequisite: 60 university credits including AHSC 330, 370; AHSC 423 and 425
or 443 and 445 previously or concurrently; permission of the Department. This
course provides students with an opportunity to design, implement, and evaluate
small group leadership in several settings, and to negotiate working relationships
with site personnel. Students will be solely responsible for facilitating several task
or learning groups in community, work, or educational settings. The sites will be
selected according to students‟ learning interests and in consultation with the
course instructor. The course includes supervisory team meetings and internship
seminar sessions.
Course Description
The internship is a supervised educational experience within a professional setting
related to the student‟s area of interest. It is the opportunity for students to apply
and more fully understand the significance of what they have learned throughout
their degree program and to gain vital professional experience.
Course Goals
Integrate human relations theories with practice in the field and apply skills and
knowledge acquired in the degree program to a real world context
Gain intervention skills and understanding by entering and negotiating with an
organization (system)
Gain experience in facilitating small groups outside the classroom
Experience membership in an organization (community of practice) and benefit
from professional support
Develop a theoretically-informed framework for understanding your experience.
To strengthen relationships between professional settings and the Concordia
AHSC program.
Internship Component
Placement
Students are responsible for finding, visiting, and selecting a site and establishing
a proposal with the organization. This proposal is subject to approval by the
instructor.
The placement organization must be able to provide regular supervision for the
internship student by a suitably experienced supervisor (see Internship
Requirements on the website for more information).
The instructor will contact each internship site after the proposal is signed and
submitted.
Seminar/Class Component
Purpose
The purpose of the seminar component is to create a community of practice where
students can collectively reflect on and share their internship experiences,
integrate theory with their practice, plan interventions, get support from their
cohort and academic supervisor.
Format
To achieve the purpose of the seminar classes, sessions will focus on discussion
of students‟ site activities and on structured experiences that will evolve as a
result of these discussions. Both the intrapersonal and interpersonal dimensions
of the students‟ experience will be explored.
In order to accomplish the above, students are expected to come to every class
with a summary update on events that have occurred at their placement sites since
the last class, and to share their current practices, successes, and challenges.
Since cliniquing and learning from each others‟ experience is an essential
component of this course, attendance at all seminar sessions is essential for your
learning and the learning of your colleagues.
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AHSC 439 *Special* Internship in Human Relations (6 credits) (*Youth
Work and Family Relations)
Undergraduate Calendar Description
Prerequisite: 60 university credits including AHSC 330, 370; AHSC 423 and 425
or 443 and 445 previously or concurrently; permission of the Department. This
course provides students with an opportunity to design, implement, and evaluate
small group leadership in several settings, and to negotiate working relationships
with site personnel. Students will be solely responsible for facilitating several task
or learning groups in community, work, or educational settings. The sites will be
selected according to students‟ learning interests and in consultation with the
course instructor. The course includes supervisory team meetings and internship
seminar sessions.
Course description and objectives
This special section of the internship is limited to students completing an
internship in a youth work or child welfare setting. The overall goal of the course
is to provide students with a supervised opportunity to apply learning from the
BA Specialization in Human Relations to work with children, youth and families.
The specific objectives are: to teach about planning and intervention in child
welfare, to promote self reflection as a critical component of human service work,
and to provide a basis for further career planning in youth and family work.
Onsite supervisors are responsible for all case management decisions, and for
providing clinical training, ongoing supervision, and the evaluation of the
students‟ clinical work. The role of the Concordia instructor is to support the
internship work through debriefing, discussion and the promotion of self
reflection. In addition, the Concordia instructor will meet with each student and
their site supervisor a minimum of twice times a year, and will request a written
evaluation of the students‟ work twice a year. It is the AHSC instructors‟ role to
assign a final grade for the internship based on the students‟ overall performance.
A schedule of classes will be determined at the start of the semester. The focus of
classes will be to discuss student activities at the internship site. The purpose of
all discussions will be to assist the students to reflect on their skill development
and the personal impact of the work. In order to accomplish these goals, students
much come to class with a summary update on events at the placement since the
last class, and a readiness to share practices, issues and challenges. Attendance at
all classes is mandatory.
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AHSC 443 Community Development I (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 270, 330. This course examines the field of community
development through the presentation of basic models. The examination of these
models in historical and environmental contexts focuses on understanding how
they reflect different views of social relationships. Students explore different
approaches to working with communities and the implications for practice. They
also examine ways of analysing and defining community resources, problems, and
issues. NOTE: Students who have received credit for AHSC 440 may not take this
course for credit.
Course Description
This course is designed to explore various theoretical and practical approaches to
community development. Emphasis is placed on the processes of community
organizing, civic engagement, capacity building, personal reflection, and social
action. Students will consider a variety of social issues represented in various
forms of media, reflect and begin the process of initiating change in their
community.
Course Objectives
To demonstrate an understanding of the approaches and processes included in
community organizing.
To explore community and individual capacity building.
To develop a critical awareness of the relationship between social issues and
underlying systemic structures of power.
To participate in the reflection and action necessary for social change.
To identify and describe the pros and cons of different community development
approaches.
To recognize and reflect on community and individual capacity building
processes in Canada and abroad
To identify and describe frameworks and practices that enable social change.
To develop your own perspective and skills in community development.
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AHSC 444 The Older Adult and Leisure (3 credits)
Undergraduate Calendar Description
Prerequisite: 30 university credits including AHSC 220, 241, 260. This course
examines the aging process in the physical, cognitive, and affective domains. It
familiarizes the student with the characteristics of the aging population as related
to leisure, recreation, and lifestyle. It focuses on developing and understanding the
impact of lifelong leisure in the aging process. The course reviews issues related
to the phenomenon of leisure in retirement and discusses the process of delivering
leisure services to older individuals.
Course Objectives
To become familiar with characteristics of the Canadian older adult population as
well as current issues and trends in the field of aging and determine their
implications for recreation, leisure and lifestyle.
To better understand older adults' needs, interests, and values as they relate to
leisure lifestyles in later life.
To explore later life leisure in the context of physiological, cognitive, and
psychological aging processes.
To become familiar with the variety of leisure opportunities and programs
available for, and utilized by, older adults both in the community and in long-term
care settings.
To critically evaluate recreation and leisure programs for older adults and identify
how leisure in general and specific recreation and leisure activities and programs
may contribute to successful aging.
Course Format and Requirements:
This class will include a number of different learning formats that include
lectures, group discussions, student presentations, guest lectures, self-learning and
in-class activities.
Students are expected to come to class fully prepared. Students will be
encouraged to ask critical questions. Attendance at class presentations is
expected.
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AHSC 445 Community Development II (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 443. This course focuses on how to intervene in community
contexts; identify community structures and inter-group dynamics relevant to
intervention planning; gather and organize data for use by communities; develop
intervention plans that involve the community each step of the way and that foster
leadership within its ranks; and evaluate an intervention. Attention is given to
cultural diversity and value differences. NOTE: Students who have received
credit for AHSC 440 may not take this course for credit.
Course Description
This course is designed to apply various theoretical and practical approaches to
community development. Emphasis is placed evaluating and creating a
community contexts by using the processes of community organizing, civic
engagement, capacity building, personal reflection, and social action. Over the
semester, students will focus on one particular social context of their choice.
Theoretical and practical approaches will be considered in this context as they
contribute to the process of initiating change in their community.
Course Objectives
Apply community development approaches and processes
Adopt the position of a community developer
Critically assess the relationship between social contexts and underlying systemic
structures of power
Explore and engage in community and individual capacity building
Participate in the reflection and action necessary for social change
Identify alternative approaches to social action and community development in an
effort to better respond to diverse social, economic, and political character of
communities and their members.
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AHSC 450 Leisure Assessment and Counselling (3 credits)
Undergraduate Calendar Description
Prerequisite: 60 university credits including AHSC 281, 350. This course focuses
on the use of assessment applied to individual leisure abilities, interests and needs,
and the application of counselling theory to the field of leisure services. A variety
of assessment tools are analysed/interpreted. Theories, models, and methods of
leisure counselling are discussed.
Course Objectives
To develop an understanding of the various leisure assessment tools
To develop an awareness of the issues related to developing assessment tools
To develop an understanding of the different types of assessment tools and which
are appropriate tools for different settings and clients
To understand the components involved in the selection of appropriate assessment
tools
To develop an awareness of leisure counseling in Therapeutic Recreation practice
To develop Therapeutic Recreation facilitation skills and techniques
To understand the role of documentation and charting in Therapeutic Recreation
To expand the repertoire of professional resources in the Therapeutic Recreation
practice
To review terminology for documentation
Course format
This course has been designed to provide an overview of issues related to
assessment in the Therapeutic Recreation profession and an introduction to basic
counseling skills with clients. The course offers students the opportunity to
discover different approaches to collecting information and the importance of
understanding clients in order to design programs and services to best meet their
needs. At this senior level, the course offers a chance to integrate information
from other classes and develop applied skills to be used in the TR profession.
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AHSC 460 Health Promotion (6 credits)
Undergraduate Calendar Description
Prerequisite: 30 university credits including AHSC 230. This course helps
students to develop intervention skills and theoretical understanding in the area of
health promotion. It is of particular interest to students whose career interests
involve lifestyle planning, health promotion, and stress management. Topics
include health and wellness, stress and illness, psychological and physical selfappraisal processes, psychosomatic processes and disorders, understanding
addictions and their management, health-promotion interventions, behavioural
self-management, and issues in medical/psychological health compliance.
Course Description
Through classroom activities and personal and group work, students can explore
various dimensions of wellness related to healthy lifestyles. This class includes a
number of different learning formats such as lectures, group discussions, events,
activities and group presentations (potential activities are: invited guests, selfassessment questionnaires, physical fitness training, etc.). As an experiential
course, you will be invited to examine your own health and health related
practices throughout the year. You will also have the opportunity to develop
professional skills through involvement in a special interest group.
Course Objectives
Create a respectful learning environment so that you can experience, learn and
practice ways of achieving a healthy and balanced lifestyle through the design,
implementation and evaluation of a self-change project;
Provide tools and experiences so that you can develop your own professional
approach in different aspects of health promotion;
Specific goals for this course are to:
Provide a basic understanding of behaviours related to life-long health and
wellness;
Introduce health-related self-appraisal processes;
Discuss diverse aspects of health and wellness (disease prevention / enhancing
your present state of wellness)
Outline theories and models of health promotion and behaviour change;
Provide general principles related to interventions in health promotion;
Examine the concepts of assessment, program planning, implementation and
evaluation;
Examine individual and group-based health promotion interventions.
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AHSC 465 Parent-Child Relations (3 credits)
Undergraduate Calendar Description
Prerequisite: AHSC 232, 313. This course provides an advanced understanding of
parenting theories, research, and applications in the context of parent-child
relations over the life span. Topics include parenting rights and responsibilities,
parenting practices and programs, high-risk parenting, and parental assessment.
NOTE: Students who have received credit for this topic under an AHSC 498
number may not take this course for credit.
Course Objectives
The principal goals of the course are: (1) to provide students the opportunity to
explore the connection between the quality of parent-child relationships and the
cognitive, emotional, and social development of children; (2) to introduce
students to the theory and practice of working with at risk youth, parents, and
families in a social service context; and (3) to encourage students to do the selfanalysis necessary to develop a fuller, more empathic appreciation of why some
parents struggle, even to the point of being abusive and neglectful of their own
children.
Assessment and theoretical models will be introduced which can be used to
investigate parent-child relationships, as well as design educational programs,
preventative strategies, and therapeutic interventions whose principal goal is
personal and social integration. The course will focus on ways to facilitate the
integration of thought and emotion within the minds and bodies of each family
member across the lifespan, the integration of children within the family system,
and the subsequent integration of the family and its members within the wider
social community.
Supplemental Topics
Trends in family patterns and functioning in Canada, as well as challenges in the
Canadian child care system.
How parenting practices encourage or hinder child development.
The Parent-Child-School triangle: How external systems influence families.
A family systems orientation to working with troubled youth.
Assessing “Parenting Capacity” in a child care context.
Parent and family counselling models which can be used to work with
“attachment disorders.”
Attendance and active participation in class are important.
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AHSC 470 Basic Human Relations Laboratory (3 credits)
Undergraduate Calendar Description
Prerequisite: 60 university credits including AHSC 330. This is a learning session
through which students may expect to increase their awareness of how their
behaviour affects others, increase their skill and understanding of effectively and
responsibly communicating to and exchanging feedback with others, increase
their understanding of leadership and authority relations, and deepen their
understanding of group dynamics.
Expanded Course Description
The objective of becoming an effective agent of change is the challenge of this
course. In order to achieve that objective, experiential learning will form the core
method of teaching, since it is the most effective means of instruction for a real
world environment. The value of learning together within a group provides the
opportunity to constructively engage with “the other” as a means to transform
perspectives. The goal is that each group member will walk away with a good
sense of group dynamics, communication skills, & conflict resolution, along with
tools and knowledge to be a transformational leader. Participants will actively
utilize the diversity within the group to promote careful consideration of the
perspective of others, empathically connecting to people who are different in
order to move towards a frame of reference that is more inclusive, self-reflective
& integrative.
The course will follow the principles of Appreciative Inquiry, which focuses on
the search for the best in people, groups, organizations and the world around
them. Appreciative Inquiry directs the group‟s attention toward innovative and
imaginative problem-solving. The task will be an exercise of a forward-thinking,
brainstorming implementation of a solution-focused proposal for a specific issue.
Participants will increase their awareness of how their behaviour affects others,
augment their skill and understanding of communication and feedback, heighten
their understanding of leadership and authority, and deepen their understanding of
group dynamics.
Course Objectives
This course pursues 4 main objectives:
To review the basic principles of successful human interaction
To encourage and set the stage for out-of-the-box thinking about human
interaction and group dynamics
To provide opportunity to try new ideas and skills for group facilitation
To discover the personal potential for transformational leadership
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