CCRI students enrolled in Human Services courses are expected to understand, adhere
to and abide by the following:
- Enrollment in a Human Services program represents participation in an academic, degree
bearing and professional training program.
- Attendance and participation are critical and will have a direct bearing on the student's
grade. Faculty will explain these requirements to students. In general, time missed
in excess of 8 hours of class time may result in the student being asked to drop and
re-enroll for the course at another time when the benefits of the course can be fully
realized and evaluated accordingly. Students are expected to arrive for class on time.
Any pattern of lateness is unacceptable. If the student has a set of circumstances
that is going to prevent arriving for class on time, or remaining for the entire class,
the student needs to discuss this in advance with the professor and work this out
before proceeding. The professor may advise the student to enroll in a section that
better suits the student's current life demands and/or may discuss the consequences
of time missed in the classroom.
- Students are expected to arrive for class prepared to discuss or report on material and assignments from the previous class.
Students who miss a class are expected to follow the course assignment schedule and
contact a classmate to be up to date for the next class. Should the student need any
additional clarification s/he should approach the professor for an appointment after
class or during scheduled office hours.
- Students are expected to have basic computer skills that allow them to email professors and attach assignments if required,
to use the World Wide Web as an academic resource and to use MyCCRI to obtain grades
- mid-semester and final. Students also need to be aware that the online College catalog
provides the most recent and accurate information available regarding all of the college
course offerings, descriptions, policies and procedures. MyCCRI also offers students
the ability to obtain a Degree Audit listing courses completed and courses remaining
in their given program of study. If a student does not have a computer or the necessary
skills to perform these tasks, the professor can assist the student in making arrangements
for access and assistance through the computer labs on each campus.
- Students who have not taken the ACCUPLACER Math and English placement exams must do so prior to completing their
first semester or 12 credits at CCRI or upon registration for HMNS 1010. Arrangements
can be made by calling the Advising & Counseling Department: Warwick Campus - 825-2301,
Lincoln Campus - 333-7159, Providence Campus - 455-6063.
- All cell phones and pagers must be placed in the silent mode during class time. If there
is a family circumstance that requires the student to be on call during class time
the instructor must be informed that the student may be unexpectedly called out of
- While participation is encouraged and essential, students must adhere to the professor's
guidelines regarding how this shall occur. Monopolizing will be addressed as unacceptable
as will any behaviors that are sarcastic, judgmental, confrontational or in any way
demeaning to individuals or to the learning process. The following behaviors may justify
dismissal from class: plagiarism, sleeping in class, interrupting while others are
speaking, any physical displays of anger, profanities or threats of violence.
- Plagiarism is the act of using the work, words or thoughts of another and presenting
them as one's own. This includes material taken from the textbook, another author,
an on-line resource or a classmate that you might use in the completion of an assignment.
The student must reference all such material and be mindful that the consequences
for plagiarism are serious and may result in dismissal from the class and from the
college. Students are advised to consult the College's Student Handbook policies regarding
academic integrity and misconduct as human service faculty strictly adhere to these
- Students with special needs should make arrangements for special accommodations through the Access
Office and should approach the professor during the first week of class.
- Missed tests, quizzes, oral and written exams and late assignments will carry a penalty.
Consult the professor regarding specifics as they may vary. Some professors have specific
days set aside for make up tests; others have requirements that must be met in order
to be granted a makeup. Professors are not under any obligation to provide these options.
Please treat them as a privilege.
- Presentation of Self: Students need to understand that assessments will be made on
a regular basis using criteria other than scores attained on academic assignments.
Because students are enrolled in a professional preparation program, the classroom
experiences are intended in part to reflect standards and expectations that would
be typical of a professional workplace: hats and baseball caps, CD earphones and the
like should be removed. Clothing attire, particularly that worn to your field placement
should be neat, clean, modest, comfortable; and appropriate and non-distracting in
a workplace environment. The professor may provide the student with feedback on this
matter and, if so, this should be received as constructive. Proper use of the English
language is important, avoiding slang and eliminating the use of profanity are the
minimum standard; seeking advice and constructively using feedback from your professor
as to how to improve and expand the student's language arts skills is strongly encouraged
and is viewed with respect for the student's desire to excel.
- Any student who is not performing at a grade level of "C" or better is responsible for approaching the professor for guidance
as to how improvement might be accomplished. If the student is performing at a grade
level below "C" at mid semester, the student must meet with the professor to determine and contract for an appropriate course of action.
This may include a referral to one of the developmental resources in the College,
specific instructions as to how better to approach the requirements for a particular
course or counseling regarding a withdrawal from the course and a recommendation to
re-enroll at a later date.
- In order to graduate, a student must achieve a minimum grade of "C" in each HMNS course.
The College requires a cumulative Grade Point Average of 2.0 in order to graduate.
- All students are referred to the CCRI Website to review the CCRI Student Handbook and the Student Policies and Regulations for a full understanding of the
disciplinary codes applicable to violations of Rules and Regulations for Student Conduct.
- Students are expected to successfully complete all three required Field Placements. None of these Field Placements will be substituted, challenged,
or waived by the Department except in rare cases, which must be presented to the Department
Chair who will base his/her judgment on the extreme and unavoidable circumstances
of the case. The instructor recommending such an exception will advise the Chair regarding
the special circumstances.
- Generally, students are encouraged to register for each Field Placement during separate
and consecutive semesters. With permission of the Instructor, some students may be
allowed to take Fields 2 and 3 in the same semester if they have achieved a cumulative
GPA of at least a 2.5 and are graduating the semester s/he is registering for Field.
- Students are encouraged by their Faculty Advisor to take courses based on the course
sequences in the College catalog.
- Generally, a student's Field/Practicum Instructor is responsible for providing academic
advice to his/her students, as well as recommending course substitutions to the Chair.
- The selection of Field Placements for students is the prerogative of the Faculty Field
Supervisor, and is based on the opportunity for the student to receive a professional
- The following courses are required prior to taking Field 1/Practicum I:
For Social Services: HMNS 1010, 2200
For Early Childhood: HMNS 1010, 2100
For Education/Special Education: HMNS 1010, 2060 or 2070
- Students who register for any and all Field placements must obtain a criminal background
check from the Attorney General's Office, some local police departments may provide
this service but you are encouraged to call ahead. The results of the students' BCI
will determine students' eligibility to register and participate in field placement
and seminar courses. Students who are unable to fulfill the three field placement
and seminar requirements will not be able to graduate from the Program.
- In order to gain admission to any Human Services Program, students must have graduated from an accredited
High School, or achieved passing GED score. ACCUPLACER scores will determine the level
of remedial coursework (if any) that the student must complete prior to matriculation
into the HMNS Program.
- The HMNS Faculty are responsible for the maintenance of a high quality Human Services
Program, and therefore, may determine that a student is not adequately prepared academically
or socially to proceed toward completion of the Program. Should this occur, the student
will be notified by the Faculty and/or Department Chair. These students will be prohibited
from registering from any additional Human Services courses until the Faculty and
Chair concur that the student's conditions have changed sufficiently to allow Program
completion. Faculty may base this judgment on academic achievement, literacy, social
skill deficits, poor personal presentation, or psychological problems reported by
- Students seeking credit for Prior Learning Assessment (PLA) must first consult with their Departmental Advisor
(either their Field instructor or absent that, any other full-time faculty member).
The list of pre- and co-requisites attached to these Policies will describe those
courses that may NOT be waived or substituted. The portfolio prepared in application
for PLA credit must appear in the format described herein. Credit awards are recommended
by the reviewing faculty, approved by the Chair, and are not subject to appeal by
- Students who document legitimate learning outside the normal college courses may be
instructed to prepare a portfolio documenting such learning. The Department may grant
up to a maximum of six (6) elective credits for this learning. Documented credit will
generally be assigned to General Education and Elective requirements, and only under
rare cases to Human Services course requirements.
- These are some of the most basic standards and expectations agreed upon by all full
and part time faculty employed by the CCRI Human Services Program. Each professor
may have additional guidelines detailed in their syllabus.
- Faculty are encouraged to invite "outside experts" to share their perspectives and
knowledge with students. It is the responsibility of faculty to insure the competence
and professionalism of the guest lecturer.
- Students are expected to learn and conform to the NOHS Ethical Standards as follows:
Ethical Standards of Human Service Professionals: National Organization for Human
- Human services is a profession developing in response to and in anticipation of the
direction of human needs and human problems in the late twentieth century. Characterized
particularly by an appreciation of human beings in all of their diversity, human services
offers assistance to its clients within the context of their community and environment.
Human service professionals and those who educate them, regardless of whether they
are students, faculty or practitioners, promote and encourage the unique values and
characteristics of human services. In so doing human service professionals and educators
uphold the integrity and ethics of the profession, partake in constructive criticism
of the profession, promote client and community well-being, and enhance their own
- The ethical guidelines presented are a set of standards of conduct which the human
service professionals and educators consider in ethical and professional decision
making. It is hoped that these guidelines will be of assistance when human service
professionals and educators are challenged by difficult ethical dilemmas. Although
ethical codes are not legal documents, they may be used to assist in the adjudication
of issues related to ethical human service behavior.
Ethical Standards for Human Service Professionals
- Human service professionals function in many ways and carry out many roles. They enter
into professional-client relationships with individuals, families, groups and communities
who are all referred to as "clients" in these standards. Among their roles are caregiver,
case manager, broker, teacher/educator, behavior changer, consultant, outreach professional,
mobilizer, advocate, community planner, community change organizer, evaluator and
administrator. The following standards are written with these multifaceted roles in
The Human Services Professional's Responsibility to Clients
STATEMENT 1: Human service professionals negotiate with clients the purpose, goals,
and nature of the helping relationship prior to its onset as well as inform clients
of the limitations of the proposed relationship.
STATEMENT 2: Human service professionals respect the integrity and welfare of the
client at all times. Each client is treated with respect, acceptance and dignity.
STATEMENT 3: Human service professionals protect the client's right to privacy and
confidentiality except when such confidentiality would cause harm to the client or
others, when agency guidelines state otherwise, or under other stated conditions (e.g.,
local, state, or federal laws). Professionals inform clients of the limits of confidentiality
prior to the onset of the helping relationship.
STATEMENT 4: If it is suspected that danger or harm may occur to the client or to
others as a result of a client's behavior, the human service professional acts in
an appropriate and professional manner to protect the safety of those individuals.
This may involve seeking consultation, supervision, and/or breaking the confidentiality
of the relationship.
STATEMENT 5: Human service professionals protect the integrity, safety, and security
of client records. All written client information that is shared with other professionals,
except in the course of professional supervision, must have the client's prior written
STATEMENT 6: Human service professionals are aware that in their relationships with
clients power and status are unequal. Therefore they recognize that dual or multiple
relationships may increase the risk of harm to, or exploitation of, clients, and may
impair their professional judgment. However, in some communities and situations it
may not be feasible to avoid social or other nonprofessional contact with clients.
Human service professionals support the trust implicit in the helping relationship
by avoiding dual relationships that may impair professional judgment, increase the
risk of harm to clients or lead to exploitation.
STATEMENT 7: Sexual relationships with current clients are not considered to be in
the best interest of the client and are prohibited. Sexual relationships with previous
clients are considered dual relationships and are addressed in STATEMENT 6 (above).
STATEMENT 8: The client's right to self-determination is protected by human service
professionals. They recognize the client's right to receive or refuse services.
STATEMENT 9: Human service professionals recognize and build on client strengths.
The Human Service Professional's Responsibility to the Community and Society
STATEMENT 10: Human service professionals are aware of local, state, and federal laws.
They advocate for change in regulations and statutes when such legislation conflicts
with ethical guidelines and/or client rights. Where laws are harmful to individuals,
groups or communities, human service professionals consider the conflict between the
values of obeying the law and the values of serving people and may decide to initiate
STATEMENT 11: Human service professionals keep informed about current social issues
as they affect the client and the community. They share that information with clients,
groups and community as part of their work.
STATEMENT 12: Human service professionals understand the complex interaction between
individuals, their families, the communities in which they live, and society.
STATEMENT 13: Human service professionals act as advocates in addressing unmet client
and community needs. Human service professionals provide a mechanism for identifying
unmet client needs, calling attention to these needs, and assisting in planning and
mobilizing to advocate for those needs at the local community level.
STATEMENT 14: Human service professionals represent their qualifications to the public
STATEMENT 15: Human service professionals describe the effectiveness of programs,
treatments, and/or techniques accurately.
STATEMENT 16: Human service professionals advocate for the rights of all members of
society, particularly those who are members of minorities and groups at which discriminatory
practices have historically been directed.
STATEMENT 17: Human service professionals provide services without discrimination
or preference based on age, ethnicity, culture, race, disability, gender, religion,
sexual orientation or socioeconomic status.
STATEMENT 18: Human service professionals are knowledgeable about the cultures and
communities within which they practice. They are aware of multiculturalism in society
and its impact on the community as well as individuals within the community. They
respect individuals and groups, their cultures and beliefs.
STATEMENT 19: Human service professionals are aware of their own cultural backgrounds,
beliefs, and values, recognizing the potential for impact on their relationships with
STATEMENT 20: Human service professionals are aware of sociopolitical issues that
differentially affect clients from diverse backgrounds.
STATEMENT 21: Human service professionals seek the training, experience, education
and supervision necessary to ensure their effectiveness in working with culturally
diverse client populations.
The Human Service Professional's Responsibility to Colleagues
STATEMENT 22: Human service professionals avoid duplicating another professional's
helping relationship with a client. They consult with other professionals who are
assisting the client in a different type of relationship when it is in the best interest
of the client to do so.
STATEMENT 23: When a human service professional has a conflict with a colleague, he
or she first seeks out the colleague in an attempt to manage the problem. If necessary,
the professional then seeks the assistance of supervisors, consultants or other professionals
in efforts to manage the problem.
STATEMENT 24: Human service professionals respond appropriately to unethical behavior
of colleagues. Usually this means initially talking directly with the colleague and,
if no resolution is forthcoming, reporting the colleague's behavior to supervisory
or administrative staff and/or to the Professional organization(s) to which the colleague
STATEMENT 25: All consultations between human service professionals are kept confidential
unless to do so would result in harm to clients or communities, or be in violation
of the law.
The Human Service Professional's Responsibility to the Profession
STATEMENT 26: Human service professionals know the limit and scope of their professional
knowledge and offer services only within their knowledge and skill base.
STATEMENT 27: Human service professionals seek appropriate consultation and supervision
to assist in decision-making when there are legal, ethical or other dilemmas.
STATEMENT 28: Human service professionals act with integrity, honesty, genuineness,
STATEMENT 29: Human service professionals promote cooperation among related disciplines
(e.g., psychology, counseling, social work, nursing, family and consumer sciences,
medicine, education) to foster professional growth and interests within the various
STATEMENT 30: Human service professionals promote the continuing development of their
profession. They encourage membership in professional associations, support research
endeavors, foster educational advancement, advocate for appropriate legislative actions,
and participate in other related professional activities.
STATEMENT 31: Human service professionals continually seek out new and effective approaches
to enhance their professional abilities.
The Human Service Professional's Responsibility to Employers
STATEMENT 32: Human service professionals adhere to commitments made to their employers.
STATEMENT 33: Human service professionals participate in efforts to establish and
maintain employment conditions which are conducive to high quality client services.
They assist in evaluating the effectiveness of the agency through reliable and valid
STATEMENT 34: When a conflict arises between fulfilling the responsibility to the
employer and the responsibility to the client, human service professionals advise
both of the conflict and work conjointly with all involved to manage the conflict.
The Human Service Professional's Responsibility to Self
STATEMENT 35: Human service professionals strive to personify those characteristics
typically associated with the profession (e.g., accountability, respect for others,
genuineness, empathy, pragmatism).
STATEMENT 36: Human service professionals foster self-awareness and personal growth
in themselves. They recognize that when professionals are aware of their own values,
attitudes, cultural background, and personal needs, the process of helping others
is less likely to be negatively impacted by those factors.
STATEMENT 37: Human service professionals recognize a commitment to lifelong learning
and continually upgrade knowledge and skills to serve the populations better.