Sessional - Faculty (HUMS 1540) at Thompson Rivers University — NeverHard

Students explore self-awareness as a foundational concept in the development of competent human service workers. The focus is on furthering self-knowledge and facilitating the development of self-reflection skills. Students build personal awareness, self-understanding and effective interpersonal communication by examining aspects of self, such as motivations, emotions, values, attitudes, beliefs, perceptions, learning styles, personal styles, and self-concept. Course Learning Outcomes Acknowledge motivations, emotions, values, attitudes, beliefs, perceptions, learning styles, personal styles, self-concept, how we affect others and how others affect us. Develop personal awareness, self-understanding and effective interpersonal communication. Attend to conscious use of self and relationship building as they apply to helping relationships. Describe relevant concepts and major theories associated with the study of interpersonal communication. Apply basic communication skills (questioning, paraphrasing, summarizing) that can be used in interpersonal and helping relationships. Identify the key concepts related to group functioning and group roles. Notice and describe how social location and diversity influence their human service practices. QUALIFICATIONS A master’s degree in social work or child and youth care is required, while an earned doctorate in a relevant field is preferred. A candidate who has accumulated experience judged by the Appointments Committee to be particularly relevant to this position and valuable to the School of Social Work and Human Service may be appointed with a relevant master’s degree and an undergraduate credential in social work or child and youth care. Successful teaching experience in post-secondary institutions preferred. A minimum of five years’ professional experience in a human service capacity is required. An ability to demonstrate experience integrating Indigenous knowledge and teaching methods (TRC CA 62) is required. Proven skills in building student capacity for intercultural understanding, empathy, and mutual respect (TRC CA 62) are required. Teaching excellence, including developing culturally appropriate curricula (TRC CA 10) is required. Candidates must provide evidence of their ability to commit to creating time and space for relationships based on respect as human beings, supporting and embracing differences with kindness, love, and respect (NIMMIWG, 15.7).