HHS 435 Job Outlook Research Paper
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages
HHS 435 Job Outlook Research Paper
HHS 435, Job, Outlook, Research, Paper
Employment of human service workers is expected to grow much faster than the average for all occupations through the year 2005. Opportunities for qualified applicants are expected to be excellent not only because of projected rapid growth in the occupation but also because of substantial replacement needs. Turnover among counselors in group homes is reported to be especially high.
Employment prospects should be favorable in facilities and programs that serve the elderly, mentally impaired, or developmentally disabled. Adult day care, a relatively new concept, is expected to expand significantly because of very rapid growth in the number of people of advanced age, together with the growing awareness of the value of day programs for adults in need of care and supervision.
Although projected growth in the elderly population is the dominant factor in the anticipated expansion of adult day care, public response to the needs of people who are handicapped or mentally ill underlies anticipated employment growth in group homes and residential care facilities. As more and more mentally retarded or developmentally disabled individuals reach the age of twenty-one and thereby lose their eligibility for programs and services offered by the public schools, the need for community-based alternatives can be expected to grow.
Pressures to respond to the needs of the chronically mentally ill can also be expected to persist. For many years, as deinstitutionalization has proceeded, chronic mental patients have been left to their own devices. If the movement to help the homeless and chronically mentally ill gains momentum, more community-based programs and group residences will be established, and demand for human service workers will increase accordingly. State and local governments will remain a major employer of human service workers, and replacement needs alone will generate many job openings in the public sector.
According to limited data available, starting salaries for human service workers ranged from $25,000 to $30,000 a year in 2000. Experienced workers earned up to about $43,000 annually, depending on the amount of experience and the employer.
Human service workers held about 375,000 jobs in 1998. About one-fourth were employed by state and local governments, primarily in hospitals and outpatient mental health centers, facilities for the mentally retarded and developmentally disabled, and public welfare agencies.
Another fourth worked in agencies offering adult day care, group meals, crisis intervention, counseling, and other social services. Some supervised residents of group homes and halfway houses. Human service workers also held jobs in clinics, community mental health centers, and private psychiatric hospitals.
Examples of Occupational Titles of Human Service Workers
Home Health Aide
Social Service Liaison
Adult Day Care
Life Skills Instructor
Group Activities Aide
Juvenile Court Liaison
Group Home Worker
NOHSE: A History of Commitment
The National Organization for Human Service Education (NOHSE) was founded in 1975 at the Fifth Annual Faculty Development Conference of the Southern Regional Education Board. NOHSE grew out of the perceived need by professional care providers and legislators for improved methods of service delivery. NOHSE, with the early support of the National Institute of Mental Health and SREB, has striven to promote excellence in human service delivery in an increasingly complex world.
Through the professional efforts of NOHSE members, many programs of care have been developed to address unique social, behavioral, and educational issues. NOHSE’s focus includes supporting and promoting improvements in direct service, public education, program development, planning and evaluation, administration, and public policy.
Members of NOHSE are drawn from diverse educational and professional backgrounds. Professional backgrounds and experience in corrections, mental health, child care, social services, human resource management, gerontology, developmental disabilities, addictions, recreation, and education reflect this diversity.
The applied philosophy of NOHSE addresses the diverse needs of society by supporting educators and professionals in developing innovative models of service and education.
Purposes of NOHSE
- 1.To provide a medium for cooperation and communication among human service organizations and individual practitioners, faculty, and students.
- 2.To foster excellence in teaching, research, and curriculum development for improving the education of human service delivery personnel.
- 3.To encourage, support, and assist the development of local, state, and national organizations of human services.
- 4.To sponsor forums via conferences, institutes, and symposia that foster creative approaches to meeting human service needs.
Council for Standards in Human Service Education
Founded in 1979 to improve the quality, consistency, and relevance of human service training programs, the Council for Standards in Human Service Education (CSHSE) is the only national organization providing standards and assistance to accomplish these goals. The council achieves its purpose by the following efforts:
- 1.Applying national standards for training programs at the associate and baccalaureate degree levels;
- 2.Reviewing and recognizing programs that meet established standards;
- 3.Sponsoring faculty development workshops in curriculum design, program policy making, resource development, program evaluation, and other areas;
- 4.Offering vital technical and informational assistance to programs seeking to improve the quality and relevance of their training;
- 5.Publishing a quarterly bulletin to keep programs informed of council activities, training information and resources, issues, and trends in human service education.
Through a membership of educational programs, the council provides an organization and an opportunity for all constituencies of the undergraduate human service field to work together in developing and promoting sound programs of human service training as the essential foundation for effective and relevant service delivery.
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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HHS 435 Job Outlook Research Paper
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