Rehabilitation and Human Services, B.S. (University College)

Program Description

This major helps prepare students for entry-level positions in a variety of human service settings, particularly settings that provide services to persons with physical, emotional, or mental disabilities. Graduates pursue employment in a variety of settings including rehabilitation centers, drug and alcohol programs, senior citizens centers, community mental health programs, programs for people with intellectural disabilities, corrections systems, and hospitals.

Increasing opportunities are available in private for-profit insurance programs for the industrially injured, and in employee assistance programs within business and industry. Well-planned use of electives and internships allows for specialization. The full-semester (15-credit) internship is provided under the supervision of professionals in human service agencies. These intensive "hands-on" experiences are frequently avenues for employment since the internship is completed during the senior year. Students may not go on internship until they have successfully completed all other course work. Students are encouraged to participate in volunteer experiences that provide opportunities to work with people with disabilities. Students are encouraged to declare a minor in a related area and should be discussed with the student's adviser. The major also helps prepare students for graduate study in many human service professional disciplines such as rehabilitation counseling, school counseling, occupational therapy, physical therapy and social work.

You Might Like This Program If...

You enjoy learning about human development, diversity, health and disability, treatment interventions, advocating and working directly with people, and solving individual problems using applied interpersonal skills.

Entrance to Major

Baccalaureate degree candidates must have a minimum 2.0 GPA to be admitted to the Rehabilitation and Human Services (RHS) major; thereafter, students must earn a C or better in all RHS required courses.

Degree Requirements

For the Bachelor of Science degree in Rehabilitation and Human Services, a minimum of 120 credits is required:

12-14 of the 45 credits for General Education are included in the Requirements for the Major. This includes: 6 credits of GS courses; 3-4 credits of GQ courses; 3-4 credits of GN courses.

Requirements for the Major

To graduate, a student enrolled in the major must earn a grade of C or better in each course designated by the major as a C-required course, as specified by Senate Policy 82-44.

Course List

Code	Title	Credits
Prescribed Courses
PSYCH 100	Introductory Psychology	3
PSYCH 270	Introduction to Abnormal Psychology	3
SOC 1	Introductory Sociology	3
SOC 119N	Race, Ethnicity and Culture	4
Prescribed Courses: Require a grade of C or better
RHS 100	Introduction to Disability Culture	3
RHS 300	Introduction to Rehabilitation and Human Services	3
RHS 301	Introduction to Counseling as a Profession	3
RHS 302	Client Assessment in Rehabilitation and Human Services	3
RHS 303	Group Work in Rehabilitation Practice and Human Services	3
RHS 400W	Case Management and Communication Skills	3
RHS 401	Community Mental Health Practice and Services	3
RHS 402	Children and Families in Rehabilitation Settings and Human Services	3
RHS 403	Medical Aspects of Disability	3
RHS 495A	Rehabilitation and Human Services Internship	15
Additional Courses
Select one of the following:		3
EDPSY 10	Individual Differences and Education
HDFS 239	Adolescent Development
PSYCH 212	Introduction to Developmental Psychology
Select 3-4 credits of the following:		3-4
ANTH 21	Introductory Biological Anthropology
BIOL 110	Biology: Basic Concepts and Biodiversity
BIOL 133	Genetics and Evolution of the Human Species
BIOL 141	Introduction to Human Physiology
BISC 1	Structure and Function of Organisms
BISC 2	Genetics, Ecology, and Evolution
BISC 3	Environmental Science
BISC 4	Human Body: Form and Function
Select one of the following:		3-4
EDPSY 101	Analysis and Interpretation of Statistical Data in Education
STAT 100	Statistical Concepts and Reasoning
STAT 200	Elementary Statistics
Supporting Courses and Related Areas
Select 6 credits from CRIM, BBH, HDFS, KINES, PSYCH, or SOC		6

General Education

Connecting career and curiosity, the General Education curriculum provides the opportunity for students to acquire transferable skills necessary to be successful in the future and to thrive while living in interconnected contexts. General Education aids students in developing intellectual curiosity, a strengthened ability to think, and a deeper sense of aesthetic appreciation. These are requirements for all baccalaureate students and are often partially incorporated into the requirements of a program. For additional information, see the General Education Requirements section of the Bulletin and consult your academic adviser.

The keystone symbol appears next to the title of any course that is designated as a General Education course. Program requirements may also satisfy General Education requirements and vary for each program.

Foundations (grade of C or better is required.)

• Quantification (GQ): 6 credits
• Writing and Speaking (GWS): 9 credits

Knowledge Domains

• Arts (GA): 6 credits
• Health and Wellness (GHW): 3 credits
• Humanities (GH): 6 credits
• Social and Behavioral Sciences (GS): 6 credits
• Natural Sciences (GN): 9 credits

Integrative Studies (may also complete a Knowledge Domain requirement)

• Inter-Domain or Approved Linked Courses: 6 credits

University Degree Requirements

First Year Engagement

All students enrolled in a college or the Division of Undergraduate Studies at University Park, and the World Campus are required to take 1 to 3 credits of the First-Year Seminar, as specified by their college First-Year Engagement Plan.

Other Penn State colleges and campuses may require the First-Year Seminar; colleges and campuses that do not require a First-Year Seminar provide students with a first-year engagement experience.

First-year baccalaureate students entering Penn State should consult their academic adviser for these requirements.

Cultures Requirement    

6 credits are required and may satisfy other requirements

• United States Cultures: 3 credits
• International Cultures: 3 credits

Writing Across the Curriculum

3 credits required from the college of graduation and likely prescribed as part of major requirements.

Total Minimum Credits

A minimum of 120 degree credits must be earned for a baccalaureate degree. The requirements for some programs may exceed 120 credits. Students should consult with their college or department adviser for information on specific credit requirements.

Quality of Work

Candidates must complete the degree requirements for their major and earn at least a 2.00 grade-point average for all courses completed within their degree program.

Limitations on Source and Time for Credit Acquisition

The college dean or campus chancellor and program faculty may require up to 24 credits of course work in the major to be taken at the location or in the college or program where the degree is earned. Credit used toward degree programs may need to be earned from a particular source or within time constraints (see Senate Policy 83-80). For more information, check the Suggested Academic Plan for your intended program.

Program Learning Objectives

Hazleton and Wilkes-Barre Campuses

• Communication & Professionalism:
  • Students will communicate effectively in a professional manner by producing articulate and well-researched documents and delivering effective presentations.
  • Students will develop a facilitative relationship with clients and their families through individual and group sessions.
  • Students will conduct scholarly research and read, interpret, and analyze data and apply information to issues related to the field and determine best practice guidelines.
  • Students will acquire knowledge and skills to develop a resume, cover letter, professional references and participate in a professional interview.
  • Student will practice professional, ethical, and social behaviors, which demonstrate non-discrimination, empathy, and respect for diversity and knowledge of contemporary professional and societal issues.
  • Students will interact productively and professionally with a team of stakeholders as both a leader and a member.
• Disability & Human Development:
  • Students will demonstrate knowledge of theoretical models of disability, definitions of disability, barriers that exist for people with disabilities (including employment barriers), systemic challenges and economic disadvantages caused by disability.
  • Students will demonstrate knowledge of prejudice and discrimination against individuals with disabilities, legislative efforts to curtail such discrimination and advocacy resources.
  • Student will demonstrate knowledge of developmental milestones including physical, social, cognitive, as well as positive and negative factors influencing development.
  • Students will identify developmentally appropriate and inappropriate behaviors throughout the lifespan by analyzing biological, psychological, and social influences.
  • Students will develop knowledge of how biology and social/cultural factors influence ideas of normal and abnormal development.
• Legal & Ethical Issues:
  • Students will demonstrate knowledge of ethical codes and professional conduct, and the applicable federal and state regulations.
  • Students will demonstrate knowledge of social justice and advocacy efforts to address prejudicial and discriminatory behaviors towards minority groups and promote equality.
• Services & Resources:
  • Students will demonstrate working knowledge and locate appropriate resources for individuals and families with a variety of needs (e.g., vocational rehabilitation systems, centers for independent living, transition programs substance abuse and addiction treatment programs and other community-based support programs to address client needs).
• Treatment Plans/ Integration:
  • Students will develop and monitor treatment plans by applying principles for community inclusion and integration including, but not limited to, rehabilitation and recovery philosophy, client exploration of resources, and collaboration with agencies and related professionals.
• Students will assess clients for a range of strengths and needs and make recommendations for services to address those needs and increase client self-sufficiency and empowerment.
• Students will demonstrate knowledge regarding assessment, diagnosis, and counseling: including assessment tools, issues with validity and reliability, professional and cultural bias, and issues with assessment administration, scoring, and interpretation; clinical, social, and legal implications of diagnosing a client and consequences of a misdiagnosis.

Lehigh Valley Campus

• Demonstrate knowledge of theoretical models of disability, definitions of disability, barriers that exist for people with disabilities (inc. employment barriers), systemic challenges and economic disadvantages caused by disability.
• Demonstrate working knowledge and locate appropriate resources for individuals and families with a variety of needs (e.g., vocational rehabilitation systems, centers for independent living, transition programs substance abuse and addiction treatment programs and other community-based support programs to address client needs).
• Appropriately, systematically, and accurately assess clients for a range of strengths and needs and make recommendations for services to address those needs and increase client self-sufficiency and empowerment.
• Develop and monitor treatment plans by applying principles for community inclusion and integration including, but not limited to, rehabilitation and recovery philosophy, client exploration of resources, and collaboration with agencies and related professionals.
• Demonstrate knowledge of discrimination against individuals with disabilities, legislative efforts to curtail such discrimination and advocacy resources.
• Communicate effectively in a professional manner by producing articulate and well-researched documents and delivering effective presentations.
• Interact productively and professionally with a team of stakeholders as both a leader and a member.
• Develop a facilitative relationship with clients and their families through individual and group sessions.
• Practice professional, ethical, and social behaviors, which demonstrate non-discrimination, empathy and respect for diversity and knowledge of contemporary professional and societal issues.
• Demonstrate knowledge of ethical codes and professional conduct, and the applicable federal and state regulations.

Academic Advising

The objectives of the university’s academic advising program are to help advisees identify and achieve their academic goals, to promote their intellectual discovery, and to encourage students to take advantage of both in-and out-of class educational opportunities in order that they become self-directed learners and decision makers.

Both advisers and advisees share responsibility for making the advising relationship succeed. By encouraging their advisees to become engaged in their education, to meet their educational goals, and to develop the habit of learning, advisers assume a significant educational role. The advisee's unit of enrollment will provide each advisee with a primary academic adviser, the information needed to plan the chosen program of study, and referrals to other specialized resources.

READ SENATE POLICY 32-00: ADVISING POLICY

Hazleton

Lorie Kramer
Associate Teaching Professor of Rehabilitation and Human Services
Graham 112
Hazleton, PA 18202
570-450-3385
lrk148@psu.edu

Lehigh Valley

Leigh Cundari
Coordinator of Rehabilitation and Human Services
2809 Saucon Valley Road
Center Valley, PA 18034
610-285-5132
lac42@psu.edu

Wilkes-Barre

Melisa Littleton
Program Coordinator, Rehabilitation and Human Services
44 University Drive
Dallas, PA 18612
570-675-9213
man20@psu.edu

Abington

Michael Lavetsky, MA, LPC, NCC
Lecturer of Rehabilitation and Human Services/Program Chair
207 Cloverly Building
1600 Woodland Road
Abington, PA 19001
215-881-7371
mbl122@psu.edu

Berks

Erin Johnson
Program Coordinator, Assistant Professor
Franco 153
Reading, PA 19610
610-396-6143
BKRehHumSvcs@psu.edu

University Park

College of Education
Advising and Certification Center
228 Chambers Building
University Park, PA 16802
814-865-0488
ed@admissions.psu.edu

Suggested Academic Plan

The suggested academic plan(s) listed on this page are the plan(s) that are in effect during the 2022-23 academic year. To access previous years' suggested academic plans, please visit the archive to view the appropriate Undergraduate Bulletin edition (Note: the archive only contains suggested academic plans beginning with the 2018-19 edition of the Undergraduate Bulletin).

Rehabilitation and Human Services, B.S. at Hazleton Campus

The course series listed below provides only one of the many possible ways to move through this curriculum. The University may make changes in policies, procedures, educational offerings, and requirements at any time. This plan should be used in conjunction with your degree audit (accessible in LionPATH as either an Academic Requirements or What If report). Please consult with a Penn State academic adviser on a regular basis to develop and refine an academic plan that is appropriate for you.

*

Course requires a grade of C or better for the major

‡

Course requires a grade of C or better for General Education

#

Course is an Entrance to Major requirement

†

Course satisfies General Education and degree requirement

¹

BISC 1 Structure and Function of Organisms (3 cr.)or

BISC 2 Genetics, Ecology, and Evolution (3 cr.)or

BISC 3 Environmental Science (3 cr.)or

BISC 4 Human Body: Form and Function (3 cr.)or

BIOL 133 Genetics and Evolution of the Human Species (3 cr.)or

BIOL 110 Biology: Basic Concepts and Biodiversity (4 cr.)or

BIOL 141 Introduction to Human Physiology (3 cr.)

²

 Criminal Justice or Biobehavioral Health or HDFS or Psychology or Sociology or Kinesiology

University Requirements and General Education Notes:

US and IL are abbreviations used to designate courses that satisfy University Requirements (United States and International Cultures).

W, M, X, and Y are the suffixes at the end of a course number used to designate courses that satisfy University Writing Across the Curriculum requirement.

GWS, GQ, GHW, GN, GA, GH, and GS are abbreviations used to identify General Education program courses. General Education includes Foundations (GWS and GQ) and Knowledge Domains (GHW, GN, GA, GH, GS, and Integrative Studies). Foundations courses (GWS and GQ) require a grade of ‘C’ or better.

Integrative Studies courses are required for the General Education program. N is the suffix at the end of a course number used to designate an Inter-Domain course and Z is the suffix at the end of a course number used to designate a Linked course.

Rehabilitation and Human Services, B.S. at Lehigh Valley Campus

Rehabilitation and Human Services, B.S. at Lehigh Valley Campus

The course series listed below provides only one of the many possible ways to move through this curriculum. The University may make changes in policies, procedures, educational offerings, and requirements at any time. This plan should be used in conjunction with your degree audit (accessible in LionPATH as either an Academic Requirements or What If report). Please consult with a Penn State academic adviser on a regular basis to develop and refine an academic plan that is appropriate for you.

*

Course requires a grade of C or better for the major

‡

Course requires a grade of C or better for General Education

#

Course is an Entrance to Major requirement

†

Course satisfies General Education and degree requirement

¹

Criminal Justice or Biobehavioral Health or HDFS or Psychology or Sociology or Kinesiology.

University Requirements and General Education Notes:

US and IL are abbreviations used to designate courses that satisfy University Requirements (United States and International Cultures).

W, M, X, and Y are the suffixes at the end of a course number used to designate courses that satisfy University Writing Across the Curriculum requirement.

GWS, GQ, GHW, GN, GA, GH, and GS are abbreviations used to identify General Education program courses. General Education includes Foundations (GWS and GQ) and Knowledge Domains (GHW, GN, GA, GH, GS, and Integrative Studies). Foundations courses (GWS and GQ) require a grade of ‘C’ or better.

Integrative Studies courses are required for the General Education program. N is the suffix at the end of a course number used to designate an Inter-Domain course and Z is the suffix at the end of a course number used to designate a Linked course.

Rehabilitation and Human Services, B.S. with Psychology Minor at Lehigh Valley Campus

The course series listed below provides only one of the many possible ways to move through this curriculum. The University may make changes in policies, procedures, educational offerings, and requirements at any time. This plan should be used in conjunction with your degree audit (accessible in LionPATH as either an Academic Requirements or What If report). Please consult with a Penn State academic adviser on a regular basis to develop and refine an academic plan that is appropriate for you.

*

Course requires a grade of C or better for the major

‡

Course requires a grade of C or better for General Education

#

Course is an Entrance to Major requirement

†

Course satisfies General Education and degree requirement

University Requirements and General Education Notes:

US and IL are abbreviations used to designate courses that satisfy University Requirements (United States and International Cultures).

W, M, X, and Y are the suffixes at the end of a course number used to designate courses that satisfy University Writing Across the Curriculum requirement.

GWS, GQ, GHW, GN, GA, GH, and GS are abbreviations used to identify General Education program courses. General Education includes Foundations (GWS and GQ) and Knowledge Domains (GHW, GN, GA, GH, GS, and Integrative Studies). Foundations courses (GWS and GQ) require a grade of ‘C’ or better.

Integrative Studies courses are required for the General Education program. N is the suffix at the end of a course number used to designate an Inter-Domain course and Z is the suffix at the end of a course number used to designate a Linked course.

Rehabilitation and Human Services, B.S. at Wilkes-Barre Campus

The course series listed below provides only one of the many possible ways to move through this curriculum. The University may make changes in policies, procedures, educational offerings, and requirements at any time. This plan should be used in conjunction with your degree audit (accessible in LionPATH as either an Academic Requirements or What If report). Please consult with a Penn State academic adviser on a regular basis to develop and refine an academic plan that is appropriate for you.

*

Course requires a grade of C or better for the major

‡

Course requires a grade of C or better for General Education

#

Course is an Entrance to Major requirement

†

Course satisfies General Education and degree requirement

University Requirements and General Education Notes:

US and IL are abbreviations used to designate courses that satisfy University Requirements (United States and International Cultures).

W, M, X, and Y are the suffixes at the end of a course number used to designate courses that satisfy University Writing Across the Curriculum requirement.

GWS, GQ, GHW, GN, GA, GH, and GS are abbreviations used to identify General Education program courses. General Education includes Foundations (GWS and GQ) and Knowledge Domains (GHW, GN, GA, GH, GS, and Integrative Studies). Foundations courses (GWS and GQ) require a grade of ‘C’ or better.

Integrative Studies courses are required for the General Education program. N is the suffix at the end of a course number used to designate an Inter-Domain course and Z is the suffix at the end of a course number used to designate a Linked course.

Career Paths

The RHS major provides excellent preparation specifically for graduate programs leading to professions such as occupational therapy, counseling, social work, and physical therapy. Advising of courses outside the major for electives are provided in order to enhance competitiveness of graduate school applications.

MORE INFORMATION ABOUT RHS SPECIAL INTEREST AREAS

Careers

RHS allows students to pursue a variety of employment options as case workers and direct service providers in alcohol and other drug treatment centers, correctional facilities, mental health agencies, private non-profit rehabilitation centers, private-for-profit rehabilitation agencies, human resources, programs for children and youth, programs for older adults, public welfare agencies, rehabilitation hospitals, schools, social service agencies, and vocational rehabilitation programs.

MORE INFORMATION ABOUT POTENTIAL CAREER OPTIONS FOR GRADUATES OF THE REHABILITATION AND HUMAN SERVICES PROGRAM

Opportunities for Graduate Studies

To prepare students for graduate studies, students can work with faculty on independent studies and can petition to take graduate courses within the department. For qualified students, we also offer the Schreyer Honors Program.

MORE INFORMATION ABOUT OPPORTUNITIES FOR GRADUATE STUDIES

Accreditation

The College of Education educator preparation program is currently accredited at the Initial Level by the Council for the Accreditation of Education Preparation (CAEP) and will receive its advanced level accreditation decision in Fall 2022. The next full CAEP review will be Fall 2026. CAEP advances excellence in educator preparation through evidence-based accreditation that assures quality and supports continuous improvement to strengthen P-12 student learning.

MORE INFORMATION ABOUT ACCREDITATION OF THE REHABILITATION AND HUMAN SERVICES PROGRAM

Contact

Hazleton

Graham 112
Hazleton, PA 18202
570-450-3385
lrk148@psu.edu

http://hazleton.psu.edu/rehabilitation-and-human-services

Lehigh Valley

2809 Saucon Valley Road
Center Valley, PA 18034
610-285-5132
lac42@psu.edu

https://lehighvalley.psu.edu/academics/degrees/rehabilitation-and-human-services

Wilkes-Barre

44 University Drive
Dallas, PA 18612
570-675-9213
man20@psu.edu

http://wilkesbarre.psu.edu/academics/rhs

Abington

DIVISION OF SOCIAL SCIENCES
1600 Woodland Road
Abington, PA 19001
215-881-7371
mbl122@psu.edu

https://www.abington.psu.edu/academics/rehabilitation-human-services

Berks

DIVISION OF HUMANITIES, ARTS AND SOCIAL SCIENCES
Franco Building
Reading, PA 19610
610-396-6143
BKRehHumSvcs@psu.edu

http://berks.psu.edu/bs-rehabilitation-and-human-services

University Park

DEPARTMENT OF EDUCATIONAL PSYCHOLOGY, COUNSELING, AND SPECIAL EDUCATION
125G CEDAR Building
University Park, PA 16802
814-865-7454
ajt6196@psu.edu

https://ed.psu.edu/academics/departments/department-educational-psychology-counseling-and-special-education/rehabilitation-and-human-services