Course offerings vary from year to year. Check Generate a Timetable for available course offerings.

HHS 263 (3) Elder Teachings Across Disciplines

An introduction to First Nations/Aboriginal traditional knowledge and worldview through a generative curriculum reflecting the teachings of invited Elders from First Nations communities on Vancouver Island. Topics may include First Nations/Aboriginal rights of passage, cultural ceremonies and beliefs; the role of storytelling; parenting practices and holistic healing practices. HHS 263 was formerly called CYCL 260D,CYCL 263; credit will not be granted for both courses. (1:2:0)

Prerequisite: English 12.

HHS 264 (3) Elder Teachings Across Disciplines II

A continued exploration of First Nations/Aboriginal traditional knowledge and worldview through a generative curriculum reflecting the teachings of invited Elders from First Nations communities on Vancouver Island. Topics may include First Nations/Aboriginal rites of passage, cultural ceremonies and beliefs; the role of storytelling; parenting practices; and holistic healing practices. HHS 264 was formerly called CYCL 260E; credit will not be granted for both courses. Credit will only be granted for one of CYCL 264 or HHS 264. (1:2:0)

Prerequisite: English 12.

HHS 275 (3) Animal Assisted Interventions with Individuals & Families

An introduction to integration of Animal Assisted Activities (AAA) and Animal Assisted Therapy (AAT) across a range of professional settings working with children, youth, older adults and families. Topics include: the human animal bond; use of AAA/AAT in therapeutic settings; theoretical approaches, research trends and ethical considerations in practice. (3:0:0)

Prerequisite: None.

HHS 276 (3) Trauma and Resiliency Across the Lifespan

This course will prepare students for trauma-informed practice with individuals, groups and communities. Students will develop a critical understanding of the meanings, impacts and outcomes of trauma across the lifespan as it impacts children, youth, adults and older adults, and a focus on developing culturally appropriate and strengths-based practice skills. (3:0:0)

Prerequisite: Second-year standing.

HHS 300 (3) Thriving in the Workplace

An exploration of the core factors that mitigate stress and maximize thriving in care provider or other service driven roles and work environments. Objectives include the strengthening of core resiliency assets, including a greater ability to navigate difficult emotions and adversities, to live a calling, and to lead with vision. (0:3:0)

Prerequisite: Completion of 2-year diploma or completion of 2 years in a degree program in the area of Healthcare or Human Services or with permission of the instructor.

HHS 305 (3) Social Determinants of Health: Social Inequities

This 4 week intensive interprofessional course provides participants with opportunities to develop and strengthen their understanding of the social determinants of health using local, regional, national and international perspectives. Participants critically examine social inequities, root causes, and subsequent health consequences in diverse populations, particularly indigenous and/or marginalized populations. (9:0:0 -9 for 4 weeks)

Prerequisite: Third year standing in an undergraduate program or permission of the instructor; AIM students must have second year standing in an undergraduate program.

HHS 310 (3) Directed Studies - Health Programs Re-entry

A Directed Studies course for students re-entering HHS Health Programs (PN, BSN, Dental) when significant gaps in knowledge, skills, and/or practice have been identified by the Program Chair or Advisor. The course is structured to the student's learning needs with the intent to support successful re-entry into the Health Program. (0:2:1)

Prerequisite: None

HHS 383 (3) Child Honouring in Professional Practice

An introduction to the Child Honouring philosophy and its application to professional practice across multiple disciplines. This course draws on the Raffi Foundation's Covenant for Honouring Children and its nine principles: respectful love, diversity, caring community, conscious parenting, emotional intelligence, nonviolence, safe environments, sustainability, and ethical commerce. (3:0:0)

Prerequisite: Second-year standing or permission of instructor.

HHS 430 (3) International Perspectives on the Social Determinants of Health

This interprofessional course enables students to gain an understanding of social determinants of health, health care structure, and policy that influence the health and wellness of citizens in an international community with a focus on indigenous and/or marginalized populations. The theory component is followed by a 2-week international field school. Credit will only be granted for one of BSN upper nursing elective or general elective; BSW & CYC elective credit; DHYG elective credit or DHYG 327. or HHS 430. (0:1:0 -30 for 8 weeks)

Prerequisite: Third-year standing in one of the following HHS programs: BSN, BSW, Dental Hygiene, CYC; or permission of the instructor.

HHS 431 (3) Research: International Social Determinants of Health

An interprofessional Directed Studies course for students who have completed HHS 430. A student or small group of students focus on a particular research or scholarly project as an outcome of their field school experience. Students analyze data and disseminate results in ways that facilitate social action and change. (0:3:0)

Prerequisite: HHS 430 and 4th-year standing, or permission of department chair.

HSD 201 (3) First Nations Wellness I: Models and Strategies

An examination of strategies based on the belief that solutions to challenges faced by First Nations health and human service workers are found within the workers, their communities, and their culture. Topics include forces and impacts of change, and a holist model of wellbeing within the context of traditional and contemporary practice. (3:0:0)

Prerequisite: None.

HSD 202 (3) First Nations Wellness II: Models and Strategies

An analysis of First Nations governance, administrative structures and practices focusing on implications for social services and health workers. Topics include trends in inter-family relations between First Nations communities, community organization and development, individual empowerment strategies, holistic health, exploring world views, cultural continuity, and the determinants of wellbeing for First Nations communities. (3:0:0)

Prerequisite: HSD 201.

HSD 369 (3) Perspectives on Substance Use

An opportunity to work with clients who have an addiction problem. Develops skills and knowledge related to the management and understanding of addiction-related problems and explores the biopsychosocial theory of addiction. Explores the transtheoretical model of change, history of substance abuse, pattern of use and the impact on society and selected populations. Credit will only be granted for one of HSER 260A or HSD 369. (3:0:0)

Prerequisite: Admission to Human Services program or permission of instructor.

HSD 375 (3) Fostering Leadership Development

Examination & critical analysis of effective strategies to build & sustain an environment that facilitates dynamic leadership. Focuses on creating a leadership culture applicable to a variety of community organizations and workplaces through developing shared vision, collaborative leadership and reflective practice. Offers a balance of practical skills and current leadership theory. (3:0:0)

Prerequisite: Completion of an introductory leadership course (e.g. Tourism Management TRMT 461, Women's Studies WS 320, or equivalent) or current enrolment in 3rd or 4th year Health & Human Services Programs, or with permission of instructor.

HSD 377 (3) Self and Others IV: Group Process

Focuses on the theories and concepts of group process from a multidisciplinary perspective. An opportunity to experience and critically reflect on group process. The examination of self in relation to group process is an essential component. (0:3:0)

Prerequisite: NURS 352.

HSD 425 (3) Qualitative and Quantitative Analysis

An opportunity to gain grounding in techniques commonly used in the analysis of both quantitative and qualitative data. Students engage in the process of qualitative analysis through examining qualitative data, data coding, and thematic construction. A range of descriptive and inferential statistical approaches to quantitative analysis are examined using a computer-based system. (3:0:0)

Prerequisite: Second-year standing and admission to CYC, Nursing, or Human Services; or permission of BSW Chair.