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Rehabilitation Providers Plan for Coming Year Woodring College Associate Dean Michael Henniger welcomed members of the Regional Continuing Education Program (RCEP) Advisory Board to an annual meeting at the Lakeway Inn in Bellingham August 7-9. The RCEP is a grant-funded program within Woodring’s Center for Continuing Education in Rehabilitation (CCER) designed to train and educate rehabilitation providers. Region X of RCEP includes Washington, Idaho, Oregon and Alaska. The 14 board members, all from different rehabilitation organizations, discussed the annual RCEP Work Plan, which guides the activities of the RCEP for the year. The members work together to provide advice and guidance to the Region X RCEP on issues such as needs assessment, evaluation procedures, training content and format, and policies regarding the administration of the overall program. 4 Woodring Educator • fALL 2006 The board members traveled to the Northwest Indian College for dinner with representatives of the Lummi Tribe. Sally Jefferson of the Lummi Vocational Rehabilitation program arranged the event. The advisory board members also met with Woodring Dean Stephanie Salzman during a campus luncheon August 8. They discussed the work plan and what has been happening in each of their respective rehabilitation organizations. CCER employs 10 staff members and houses three grant-funded programs — the general RCEP, the Community Rehabilitation Program (CRP) and the Leadership Institute. CCER is administratively housed in the Department of Human Services and Rehabilitation and is located in offices at Mountlake Terrace. For more information, please contact RCEP Director Kathe Matrone at Kathe.Matrone@wwu.edu. Regional Continuing Education (RCEP) Program Boards and Members Center for Continuing Education in Rehabilitation (CCER) staff members: • Laurie Ford - Director of Region X CRP-RCEP • John McClure - Training Specialist • Kathe Matrone - Director of Region X RCEP • P a u l D z i e d z i c - D i r e c t o r o f L e a d e r s h i p D e v e l o p m e n t Region X RCEP Advisory Board: • Wilma Bob - Career Renewal Program Manager at Coeur D’Alene Tribe • Cheryl Furrer - Oregon VR • Jerry Johnson - Client Assistance Program • Tim Kopczynski - State Rehabilitation Council Representative • Patrick Dymond - WA State Services for the Blind • Harvalee Hess - Oregon Commission for the Blind • Kurt Johnson - Dept. of Rehabilitation Medicine at University of Washington Community Rehabilitation Program: • Noemi Ortega - Washington Migrant Council • Lee Ruddy - Washington DVR • Velja Elstad - Alaska DVR • Lonnie Pitt - Idaho DVR • Kim Bickler - Oregon VRS • Betty Welden - Southern Oregon Goodwill (Medford) • Becky Simpson - Assets (Anchorage) • Nancy John - New Day (Pocotello) • Lori Magnuson - Training Specialist • Conrad Kuehn - IT Specialist • John Dineen - Training Specialist • Katie Cissell - Training Specialist • Susan Bonnell - Fiscal Specialist • Tammi Olson - Program Coordinator • Noemi Ortega - Washington State Migrant Council • Chuck Paeth - Washington Vocational Rehabilitation • Teresa Pitt - Alaska Division of Vocational Rehabilitation • Renee Smith - Idaho Division of Vocational Rehabilitation • Sue Payne - Idaho Commission for the Blind • Patrick Reinhart - Alaska SILC • Elizabeth Swett - Assistant Professor in Rehabilitation Counseling Program at Western • Cindi Kirchmeier - Morningside (Olympia) • Jim Kenney - Valley Cities Counseling & Consultation (Auburn) • Mark Leeper - Disability Action Center (Moscow) • Karen Ward - University of Alaska • Karen Craven - Oregon Rehabilitation Association • Kathe Matrone - CCER Resiliency of Ugandans Living with AIDS Touches Human Services Graduates By Tammy Berg Justine is 8 years old and her brother is 6. Her parents were victims of AIDS. She and her brother, Bazanya, were left alone. Lonely and afraid, they didn’t know where to turn. A kind neighbor, already raising seven kids in a small hut, took these children in. This is the setting and these are some of the people whom Woodring graduates, Laura Thiel (Human Services) and Tammy Berg (Adult Education & Human Services) encountered as they worked together on a project that served orphans and caregivers on the island of Bugala in Uganda. As tragic as Justine’s story is, this scenario continually plays itself out on the island of Bugala. AIDS devastates families and orphans children. It is the community that is left with the job of caring for and raising these destitute kids. Laura graduated in winter 2005 with a B.A. in Human Services. Tammy completed her B.A. in Human Services in summer 2003, and an M.Ed. in Adult Education in winter 2004. The Orphan Caregiver Training Project developed as a result of a needs assessment that Tammy conducted while in graduate school at Woodring. After months of curriculum development and preparations, Laura and Tammy found themselves sleeping under mosquito nets on an island with no running water and no power. The intent of the project was to affirm and support caregivers while providing information to enhance their understanding of the needs of the children within their cultural context. Through relationship, dialogue, stories, and group competitions, they looked at child development, and issues of grief and loss within the various stages of child development. In addition to providing useful information, this project encouraged the caregivers by helping them realize that many of the behaviors and group dynamics that challenge them are experienced all over the world. A few months after the implementation of the project, Alex Oboi, who served as the group’s translator stated, “The house parents were surprised to know that kids around the world go through the same problems or hardships. This encouraged them to give their all in performing their duties to the kids.” This cross-cultural human services and adult education experience was included with the opportunity to participate in food distribution to families in need. While the long, hot days provided many opportunities to meet needs, the resiliency of the people was a constant source of encouragement throught the project. Everywhere the project members went, effects of the AIDS epidemic were evident. It was the gentle and caring nature of Ugandan people, like the neighbor who accepted Justine and Bazanya into her home, that will remain with Laura and Tammy for years to come and will impact their involvement with future projects in developing nations. Laura recently left her case manager position at Brigid Collins, a non-profit agency in Bellingham, to pursue a Master of Social Work degree at Portland State University. Tammy is currently writing phase two of the Orphan Caregiver Training Project curriculum, and hopes to implement the entire project in various communities in Africa. For more information about this project, email tammyberg@comcast.net. For more information about the Human Services major, call (360) 650-7759 or visit the Human Services Web site at www.wwu.edu/HS. Western Human Services graduates Laura Thiel (middle) and Tammy Berg (right) spent two weeks in Uganda in February working with families and children whose lives have been affected by AIDS. Nakanwagi (known as Vicki) (left) worked with Thiel and Berg counseling housemothers and tutoring children. Courtesy photo
Woodring College of Education P r e p a r i n g t h o u g h t f u l , k n o w l e d g e a b l e , a n d e f f e c t i v e e d u c a t o r s f o r a d i v e r s e s o c i e t y . Global Immersion Experiences Alter Lives of Woodring Students By Amy Harder Western senior student Libby Lautman spent a month this summer in Kenya working with adults and children whose lives will never be the same again because of AIDS. Lautman’s immersion in a completely different culture and societal system is something the Human Services program in Woodring College promotes. “Whether it’s Seattle, Bellingham or Kenya — it’s still helping and understanding what people are like,” Lautman said. “Most people don’t live in a society like ours, and I wanted to understand them. It helps me understand and makes me be a better service provider when I can be in that different beautiful and painful environment.” Lautman is one of many students in the program who have traveled abroad to participate in global human services organizations. Studying global systems is the culmination of a six-quarter sequence in the Human Services major, which progresses from personal through global systems. Susan Kincaid, Human Services faculty member and Cyber Program Director, said one of the goals of the program is to understand how societal systems contribute to problems of individuals. “Human services students learn expertise in processes to facilitate change and how to advocate for change at all levels of society,” Kincaid said. “So, if they don’t understand how global systems work, they really don’t know how to advocate at the community level either.” Human Services Curriculum Aligned with National Standards By Jacquelyn Baker-Sennett and Jane Verner As political, economic, and social issues become increasingly complex, new knowledge, skills, and ways of thinking are being demanded of Woodring Human Services graduates. The Human Services Program faculty responded to these challenges with a recent revision to the B.A. curriculum that is aligned with national standards as outlined by the Council for Standards in Human Service Education (CSHSE). (Visit the CSHSE web site at www.cshse.org for information about the standards and corresponding specifications.) The revised curriculum remains grounded in a core series of six sequential courses that move from an emphasis on individual through global systems. This sequence provides an interdisciplinary and systems-oriented theoretical lens by which to view the profession. Students also enroll concurrently in required One of the courses Kincaid teaches is Human Services Professionals and Global Systems (HSP 406), which focuses on advocacy, change, and social justice on a global level. Lautman will take the class this spring and said she is eager to learn more about how her experience in Kenya fits into the larger picture of human services. “A third world country is extremely different,” Lautman said. “They would let me draw blood and take children to the clinic without any paperwork. It’s interesting to see the way different systems work. I think the class will help me understand my trip a little bit better. I’m still processing it.” Other Human Services students and recent graduates have helped abroad — both as part of the program and on their own. Western senior Laura Fitzgerald interned in Barcelona, Spain this summer and senior Patrick Hastings is in China until winter quarter. Fitzgerald is working with a human services organization as a cultural events organizer, student consultant, and support team member. Hastings is interning with Jian Hua, a social service Non-Governmental Organization (NGO). Fitzgerald, who studied abroad in Spain a year prior to her internship, said experience abroad helps her see societal problems and issues from a global perspective. “A local internship opens your eyes locally,” Fitzgerald said. “When you intern abroad it really opens your eyes (to) the impact you can make globally. knowledge and skills-based coursework that prepare them for careers in both direct service delivery and human services administration. Included in the revised curriculum is an optimal balance between course content and experiential learning, using a practicum/internship model that meets national standards of 360 hours of field study spread across three quarters in the major. Each student must qualify to enter a field placement by successfully completing a benchmark exam. In addition to providing students with the opportunity to apply theory, knowledge, and skills within real-world settings, practica and internships encourage professional networking. With more than 300 students enrolled in Woodring’s Human Services major in Bellingham, Everett, Bremerton, and via web-based learning (Cyber), students within and across locations have many opportunities to connect with one Western senior Libby Lautman worked with children at a day orphanage and HIV/AIDS clinic in Kenya this past summer. She is a Human Services student who will graduate this spring. Courtesy photo The main benefit is that it makes the scale you see things on grander.” Fitzgerald, who will take HS 406 spring quarter, said she will be able to offer insight about global systems in class discussions. “My trip will help me in my class,” Fitzgerald said. “I will understand more and be able to contribute more in class discussions.” Fitzgerald said the trip has influenced another and form long-lasting professional relationships. Whether working with small nonprofit agencies, for-profit businesses, or large government entities, human services professionals are being called on to design programs and evaluate outcomes. As a result, the revised curriculum incorporates a new required course in program planning and evaluation. Similarly, case managers are rapidly moving toward more sophisticated methods of coordinating services and managing information. In a required course in case management, students acquire the knowledge and skills necessary to coordinate services in technology rich environments. Students demonstrate their learning through a cross-curriculum academic portfolio. This process begins with an introduction to portfolios during the first quarter in the program and culminates in a capstone portfolio course dur- her plans following graduation in the spring. She now is considering a human services career with a global focus, such as volunteering with the Peace Corps. “It’s a global world,” Fitzgerald said. “For so many people their worlds end at the city borders, and that’s not reality. If you can extend that reach, you can really take advantage of the possibility that your life has to offer.” ing the final quarter in the major. By including course assignments, academic writings, completed internship projects, and other relevant artifacts in their portfolios, students demonstrate ways they have met all of the National Standards prior to graduation. Applicants to the Human Services major have a variety of interests and plans, including work in diverse fields such as counseling, law enforcement, education, social work, management, and law. What draws students together throughout their course of study is the common goal of wanting to make a difference in communities, in organizations, and in the lives of people. The revised curriculum builds on students’ initial enthusiasm and commitment by insuring that graduates possess the tools necessary to accomplish this vital goal. For more information, call (360) 650-7759 or visit the Human Services web site at www.wwu.edu/HS. Woodring College of Education 5
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