Current Students
This page is for current students enrolled in the Human Relations Major or Specialization programs. Effective September 2018 there will be major revisions to these Human Relations programs. The Minor in Human Relations is not undergoing any changes.
Please read all information carefully and note any questions you may have that are not answered here. You will be able to ask these questions at the Information Sessions that are currently being organized and are listed below.
Note: the listing for these curriculum revisions will be published online in the Official Undergraduate University Calendar in Spring 2018
Students will have the choice to enrol in 1 of 4 concentrations:
Why Individual and Small Group Processes?
Every well-facilitated meeting or process can have a constructive impact on individuals, groups and the environments within which they are embedded. Good facilitation can power a change in how people think and act in their personal and professional lives, as well as support larger positive social change. The Individual and Small Group Processes concentration focuses on working with individuals, small groups, and teams, grounded in an understanding of individual and group developmental tasks, issues, and process. It allows you to acquire a fundamental set of skills, knowledge, and behaviours, as outlined by the International Association of Facilitators (IAF), that support effective facilitation in a wide variety of contexts.
Why Family Science?
Most of us grew up in families, so we have a pretty good idea about how families work. But not all families work well and not all families work well all the time. Family Science is a discipline that emphasizes the scientific study of families. Family Science attracts practitioners, educators, and researchers who focus on different aspects of family life at different stages of family development—with the overall goal of strengthening and empowering families.
Why Community Development?
Community Development is a discipline that involves identifying and building on the strengths and needs of communities. This concentration will provide students with both the practical and analytical skills needed to work with communities to engage and enact change by developing their capacity to identify concerns and solutions. Students will learn how to create opportunities for communities to act together, to make changes that foster social inclusion and equality. Our program will prepare students to work with a defined geographical area (cities, suburbs or rural areas), and/or with specific groups of people (e.g. persons with disabilities, youth, children, families, newcomers, the unemployed, and the homeless).
Why Organization Development and Change?
The world is changing fast, and so are the places—the public, private and nonprofit sector organizations—where people work. Our ODC concentration prepares you to influence the evolution of 21st century workplaces. ODC is the planned effort to enhance an organization’s effectiveness through an approach, both relational and analytic, to understand the challenges and opportunities facing an organization and then to design and implement interventions to bring about change. Drawing on decades of behavioural science research and expert practice, you will learn how to help organizations to understand and solve the tough problems that they are facing.
Refer to the chart below to see the courses required of the 4 concentrations. The chart indicates the core courses in the 4 Human Relations concentrations; required courses for each concentration; and, electives that are available for each concentration.
Required and elective courses for the current Human Relations programs are also indicated.
Course Descriptions effective Summer Session 2018
AHSC 220 Lifespan Growth and Development for Practitioners (3 credits)
This survey course provides an interdisciplinary overview of biopsychosocial patterns of development over the lifespan, from conception to death. Students learn about theories of human development, with an emphasis on typical normative development, and on application of theory to practice. The course material covers key issues in development, major milestones of development, and major life events. In addition, students are given opportunities to think critically and to become better able to interpret and assess research within the field. NOTE: Students who have received credit for PSYC 230 may not take this course for credit. NOTE: Students registered in a Psychology program may not take this course for credit.
AHSC 225 Principles of Experiential and Action Learning and the Reflective Practitioner (3 credits)
This course introduces students to the ways in which theories of learning (including experiential, transformational, integral and action learning) relate to and can inform efforts to bring improvement and change to individuals and groups. The course explores the importance of personal engagement in learning, and illustrates how ongoing reflection strengthens a learning process. 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.
AHSC 232 Working in Task Groups (3 credits)
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 frameworks for observing a group’s process, member roles that facilitate positive group processes and task accomplishment, and models of intervention in small groups. The course provides opportunities for students to integrate the theory they learn with their experiences in a task group.
AHSC 260 Program Planning, Design and Evaluation (3 credits)
The 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.
AHSC 270 Introduction to Human Relations Theory and Research (3 credits)
This course is an introduction to general systems theory and change from an interventionist perspective, as well as an orientation to various unique human systems. It focuses on understanding applied social science research and examines general strategies of intervention and salient models of practice, exposing students to varied domains of application. The course also features attention to values and ethical issues associated with specific practice and intervention strategies and the role of social justice and anti-oppressive approaches.
AHSC 311 Respecting Diversity in Human Relations (3 credits)
Prerequisite: 30 university credits including AHSC 230. This course examines the role of interconnected identity-related differences, such as age, culture, disability, ethnicity, gender, geographical location, health status, history, language, power, race, religion, sexual orientation, social class, and privilege in human relationships and human systems. Students learn about histories of oppression and marginalization in Canada, theories of diversity and difference, as well as the impact of social justice movements and being and becoming an ally. Students are given opportunities to develop critical thinking and analytic skills and respect for difference and diversity. NOTE: Students who have received credit for AHSC 245 may not take this course for credit.
AHSC 312 Sexuality in Human Relations (3 credits)
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.
AHSC 313 Family Communication (3 credits)
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.
AHSC 314 Adolescence: Issues and Intervention (3 credits)
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.
AHSC 315 Interviewing (3 credits)
Prerequisite: AHSC 230. This course reviews different forms 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.
AHSC 316 Adulthood: Patterns and Transitions (3 credits)
Prerequisite: AHSC 220. This course examines relationships, transitions, and developmental change through early adulthood and middle age. Relevant adult development theories are reviewed. Students explore the nature and significance of close relationships, life transitions, choices and contextual influences. This course includes a consideration of the societal values inherent in notions of maturity, optimal environments, and interventions to enhance quality of life.
AHSC 319 Older Adulthood: Issues and Intervention (3 credits)
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.
AHSC 320 Family and Youth Legislation (3 credits)
Prerequisite: AHSC 220. This course reviews all aspects of federal and provincial legislation that impact on practice with families. Legislation governing marriage, divorce and custody, family violence, child and youth protection and placement, youth crime, child advocacy and the challenges of working with families in relation to the legislation, are presented with a particular focus on the rights of children and the legal responsibilities of practitioners.
AHSC 322 Fundamentals of Child- and Youth-Care Work (3 credits)
Prerequisite: AHSC 220. 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. An overview of the history of the field is provided, as well as a review of seminal writings and recent literature on best practices.
NOTE: Students who have received credit for AHSC 402 or for this topic under an AHSC 398 number may not take this course for credit.
AHSC 330 Leadership and Facilitation in Small Groups (6 credits)
Prerequisite: AHSC 232, 260. This course develops facilitative skills and 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. It introduces students to program design theory for human and social service organizations and program design principles and practices relevant to small group learning. 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. Students identify their leadership styles and group facilitation skills to develop flexibility in adapting to diverse group situations.
AHSC 332 Organization Development I (3 credits)
Prerequisite: AHSC 230, 270. 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. It introduces students to training and design theories relevant to organizational learning. Key concepts covered are organization vision, mission and goals, and organization norms and culture. NOTE: Students who have received credit for AHSC 420 or 423 may not take this course for credit.
AHSC 335 Power and Conflict Resolution in Human Systems (3 credits)
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.
AHSC 343 Community Development I (3 credits)
Prerequisite: AHSC 230, 270. 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. The course introduces students to design theory relevant to community development. Students also examine ways of analyzing and defining community resources, problems, and issues. NOTE: Students who have received credit for AHSC 440 or 443 may not take this course for credit.
AHSC 355 Foundations of Family Life Education (3 credits)
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.
AHSC 370 Organizational Development and Change: Models and Methods (3 credits)
Prerequisite: AHSC 270, 332. 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. The course is taught with a special focus on personal and professional values and ethical issues related to human systems intervention.
AHSC 380 Quantitative Research Methods for Practitioners (3 credits)
Prerequisite: 30 university credits including AHSC 260. This course gives an overview of a range of data collection and analysis strategies which are relevant to collaborative and participative intervention practice. 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.
AHSC 382 Qualitative Research Methods for Practitioners (3 credits)
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 analyze 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.
AHSC 398 Selected Topics in Applied Human Sciences (3 credits)
AHSC 400 Advanced Facilitation and Ethics (3 credits)
Prerequisite: AHSC 330. This course examines in-depth special challenges in facilitating groups (e.g. youth groups, workplace training, and education programs) and develops advanced skills in facilitation and the development of process tools and designs. Special consideration is given to planning for diversity, working with difficult group dynamics, and other factors. Ethical principles and practices of working with people are also explored.
AHSC 403 Cultivating Creativity and Social Innovation (3credits)
Prerequisite: AHSC 232 or 361. This course explores the multi-faceted nature of creativity and its cultivation as a method of personal and professional development. Drawing upon current theories and conceptions about creativity, both individual and social, this course identifies strategies to enhance creativity in human systems in order to improve engagement and quality of life. Social innovation as a dimension of community and organizational creativity is examined in depth.
AHSC 411 Social Change and Analysis Methods (3 credits)
Prerequisite: AHSC 260; 332 or 343. This course is designed to enhance students' knowledge and practical abilities in social analysis and community-based research methods as tools for promoting social change in community and organizational contexts. It includes hands-on opportunities to design and present social analysis methods. Course readings include practical and analytical materials.
AHSC 415 Organizational and Community Sustainability (3 credits)
Prerequisite: 45 university credits; AHSC 270 or LOYC 320. This course addresses the requirements and processes necessary to build organizational and community sustainable goals in co-operation with surrounding communities. It provides an introduction to the development of integrated social sustainability and sustainable organizational practices, including sustainability evaluations, the assessment of organizational sustainability status and goals, goal setting, and change processes within a broader, sustainable community context. It acknowledges an integration of multiple layers of organizational (private and public organizations) and community sustainability including recycling and waste awareness, best sustainable practices in industries and logistics, biodiversity, human diversity and social innovation in the context of sustainable development of communities and organizations.
AHSC 425 Organization Development II (3 credits)
Prerequisite: AHSC 330 previously or concurrently; AHSC 332. 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 in-class applications. NOTE: Students who have received credit for AHSC 420 may not take this course for credit.
AHSC 435 Fieldwork Practice (3 credits)
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.
AHSC 436 Internship in Youth and Family Work (6 credits)
Prerequisite: 60 university credits including AHSC 330; AHSC 322 or 355; and 465 previously or concurrently; permission of the Department. This course is one of two internship options for students enrolled in the Specialization in Human Relations. This internship provides students with a supervised opportunity to apply learning from the BA Specialization in Human Relations to work with youth and families in a range of settings such as child welfare, schools, non-profit organizations, residential care, or outreach. The specific objectives are to teach about planning, education, and intervention in human service work, to promote self-reflection as a critical component of ethical practice, and to provide a basis for further career planning and/or graduate work in youth and family practice. NOTE: Students who have received credit for AHSC 439 or for this topic under an AHSC 499 number may not take this course for credit.
AHSC 439 Internship in Human Relations (6 credits)
Prerequisite: 60 university credits including AHSC 330; and either AHSC 225 and 400, 332 and 425, or 343 and 445 previously or concurrently; permission of the Department. This course is one of two internship options for students enrolled in the Specialization in Human Relations. 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. NOTE: Students who have received credit for AHSC 436 or for this topic under an AHSC 499 number may not take this course for credit.
AHSC 445 Community Development II (3 credits)
Prerequisite: AHSC 330 previously or concurrently; AHSC 343. 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.
AHSC 451 Counselling Skills and Concepts (6 credits)
Prerequisite: 45 university credits including AHSC 220, 230. This course advances students’ understanding of core counselling theories and develops an understanding for theoretical and value frameworks of the helping relationship. It fosters the application of essential helping relationship skills applicable in everyday relationships in work and social settings. Skill areas include attending skills, such as attending to non-verbal 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. NOTE: Students who have received credit for AHSC 351 may not take this course for credit.
AHSC 456 Advanced Family Life Education (3 credits)
Prerequisite: AHSC 355. This course covers family decision-making processes related to the utilization of financial, personal, environmental, and social resources, including time, money, material assets, energy, friends, neighbours, and space, to meet their goals. In particular, this course focuses on how families develop, exchange, and allocate resources throughout the lifespan with the expectation that effective resource management decisions are made from positions of knowledge and understanding.
AHSC 460 Health Promotion (6 credits)
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 self-appraisal processes, psychosomatic processes and disorders, understanding addictions and their management, health-promotion interventions, behavioural self-management, and issues in medical/psychological health compliance. Healthy workplace practices and the promotion of community wellness are emphasized.
AHSC 465 Parent-Child Relations (3 credits)
Prerequisite: 45 university credits including AHSC 232, 313, 380. 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.
AHSC 470 Basic Human Relations Laboratory (3 credits)
Prerequisite: 60 university credits including AHSC 330. This is an intensive format six-day 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.
AHSC 475 Organizational and Community Leadership: A Systems Approach (3 credits)
Prerequisite: AHSC 330. This course is an introduction to the practice of leadership in organizations and communities with a human systems approach and perspective. It examines a range of theoretical concepts current in organizational leadership practice including systems thinking, team-based leadership, transformational models of 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. NOTE: Students who have received credit for AHSC 375 may not take this course for credit.
New Human Relations Curriculum FAQs
What are the main differences between the current HR programs and the new HR concentrations?
· Differentiated coursework across concentrations
· Major students will have 3 additional required credits, 3 fewer program elective credits
· Specialization students in most programs will have 3 fewer required credits and 3 additional program elective credits
· Specialization students transferring into Family Science will have 9 additional required credits, 9 fewer program elective credits
At what point in the program can we declare our concentration?
Once 12 credits and AHSC 270 are completed, students will be able to declare a concentration. There are departmental deadlines of January 31 & May 15.
Can we change concentrations once we have declared one?
Students can change concentrations multiple times, if so desired.
I’ve already completed 30/45/60 credits- am I still allowed to declare a concentration?
Students are allowed to declare at any point (assuming 12 credits and successful completion of AHSC 270), but doing so after 45 credits are completed will likely result in an extended stay before completing the degree requirements (added semesters).
What happens if I don’t declare?
Nothing. There is no requirement to switch for current HR students. Students who are already in a Major or Specialization program in Human Relations will finish their degrees as they would currently.
How do I declare my concentration?
There will be a special Declaration of Concentration form. Students will fill in the form and submit it at the AHSC main office (VE-223), and online on the AHSC website. There will be two annual deadlines: January 31 & May 15.
Can I submit a Declaration of Concentration form at any time?
There will be two annual deadlines: January 31 & May 15, provided AHSC 270 and 12 credits are completed. Students who know which concentration they want to declare are encouraged to do so as soon as possible, in order to have preferential access to their chosen concentration’s required courses.
If I declare a concentration and graduate in June, 2018, will it be reflected on my transcript?
No. Since the new degrees only start in the 2018-19 academic year, only graduates starting with the December, 2018, graduation will have their concentration reflected on their transcripts.
Can I switch from major to specialization, or vice versa?
Yes. If students have not yet declared a concentration, they can switch from major to specialization, or vice versa, by using the special Declaration of Concentration form. Students will fill in the form and submit it at the AHSC main office (VE-223). If students have already declared, they can use the Change of Concentration form to switch.
Can I pursue a double major within the department (e.g., IGP & CD)?
No, each concentration is not a separate program; rather, it is a defined area of study within the HR degree program.
Is there a GPA requirement to declare a concentration?
Students who are in good academic standing are allowed to declare a concentration at any time, assuming 12 credits and successful completion of AHSC 270, and respecting the internal AHSC deadlines of January 31 or May 15.
I’m a specialization student and I have already taken 312/313/314/316/319/322/355. What happens if I transfer into CD or OD?
Students may use these as free electives, respecting the allowable limit of 6 credits of free electives for Specialization students and 24 credits for Major students.
What are the benefits of declaring?
· You will have preferential access to your chosen concentration’s required courses
· You will have a more clearly defined area of study
· You will develop knowledge and competencies specific to your chosen concentration
· Your chosen concentration will be noted on your student record
What are the drawbacks of declaring?
· Not all elective credits completed may be transferable to your new concentration
· Satisfying the concentration’s requirements may extend your graduation date
What if I drop or fail AHSC 270 in my first semester?
AHSC 270 will be offered more than one semester, so students will have an opportunity to take the class in subsequent semesters. Once 12 credits and AHSC 270 are completed, students will be able to declare a concentration.
I’m a part-time student, and did not take 270 in my first semester.
AHSC 270 will be offered more than one semester, so students will have an opportunity to take the class in subsequent semesters. Once 12 credits and AHSC 270 are completed, students will be able to declare a concentration.
How does this affect the minor/certificates?
The minors and certificates are not affected.
You have a question not answered here.
Come to one of the scheduled information sessions or to a regular academic advising session.
Sessions are scheduled for:
Wednesday, March 7th @ 1:30 PM
Thursday March 8rd @ 5:30 PM
Friday March 9th @ 10:00 AM
PLACE: Room VE – 328.04
NOTE: These sessions are for current students enrolled in the Human Relations Major or Specialization programs.
Complete the Declaration of Concentration form and place in the Undergraduate Program Coordinator's box (#19) at AHSC.
