CHSE flashcards

34 cards. Read the term and the definition here. The deck at the top of this page is optional.

Biopsychosocial model

A framework holding that health and behavior result from interacting biological, psychological, and social factors. Human services assessment examines all three levels to locate where a presenting problem is maintained.

NOHS ethical standards

The National Organization for Human Services' ethical code, organized around responsibility to clients, the public, the profession, employers, and self. It is the primary ethics reference in human services education.

Field practicum

A supervised placement in a community agency where students apply helping skills under an agency supervisor and faculty liaison. Hours, learning contracts, and evaluations are specified by program policy.

Paraprofessional human services worker

An associate-degree or certificate-level practitioner who provides direct services, case support, and referral under supervision. The role expanded during the 1960s-70s deinstitutionalization and community mental health movement.

Backward design

A curriculum planning sequence that begins with desired results, then identifies acceptable evidence, then designs learning experiences. It prevents activity-focused planning that never checks whether outcomes were met.

Constructive alignment

Biggs' principle that intended learning outcomes, teaching and learning activities, and assessment tasks must all target the same cognitive processes. Misalignment appears when outcomes demand analysis but tests require recall.

Measurable learning outcome

A statement naming an observable performance, the conditions under which it occurs, and the criterion for success. Example: construct a service plan meeting all rubric criteria in a simulated intake.

Curriculum mapping

A process linking each course and assignment to program outcomes and external standards. It reveals gaps, redundancies, and sequencing problems before they show up in student performance data.

Scaffolding

Temporary support that lets a learner complete a task beyond current independent ability, then is gradually removed. In skill instruction it follows modeling, guided practice, and independent practice.

Cognitive load theory

A theory distinguishing intrinsic load from material difficulty, extraneous load from poor design, and germane load from schema building. Instruction should reduce extraneous load and segment complex content.

Structured role-play

A simulated interview or interaction with assigned roles, an observation checklist, and a structured debrief. These elements convert an activity into practice with feedback rather than entertainment.

Wait time

The pause of roughly three to five seconds after posing a question. Longer wait time is associated with longer answers, more volunteers, and broader participation across learners.

Formative versus summative

Formative assessment occurs during learning to adjust teaching; summative assessment occurs after learning to judge achievement. The distinction is purpose, so the same quiz can serve either role.

Reliability and validity

Reliability is consistency of scores across occasions, raters, or items; validity is the degree to which evidence supports the intended score interpretation. Reliability is necessary but not sufficient for validity.

Analytic rubric

A scoring tool that separates performance into named dimensions with behaviorally anchored proficiency levels. It improves inter-rater agreement when raters are trained and scores are moderated.

Standard error of measurement

An index of score uncertainty computed as the standard deviation times the square root of one minus reliability. It defines the confidence band around an individual's observed score.

TPACK framework

A model describing effective technology integration as the overlap of technological, pedagogical, and content knowledge. Strong technology knowledge alone does not produce good instruction.

SAMR model

A four-level description of technology use: substitution, augmentation, modification, and redefinition. Transformation of learning tasks requires reaching modification or redefinition.

Community of Inquiry

A model of online learning in which social presence, cognitive presence, and teaching presence jointly shape the educational experience. Course design should deliberately build all three.

WCAG Level AA

A widely adopted web accessibility conformance target covering captions, color contrast, keyboard operability, and resizable text. Many institutions and regulations reference Level AA rather than AAA.

FERPA

A US federal law protecting education records and giving eligible students rights to inspect, amend, and control disclosure. Directory information may be released unless the student opts out.

Universal Design for Learning

A framework with three principles: multiple means of engagement, representation, and action and expression. It designs flexibility into instruction from the start rather than retrofitting accommodations.

Equity versus equality

Equality gives identical treatment to all learners; equity allocates support according to need so outcomes can become comparable. Human services education applies this distinction to access and assessment.

Intersectionality

Crenshaw's concept that overlapping identities such as race, gender, class, and disability produce distinct experiences of advantage and disadvantage. Analyzing one identity alone can hide compounded barriers.

Accommodation versus modification

An accommodation changes how a learner demonstrates knowledge without altering the standard; a modification changes the standard itself. Confusing the two can lower expectations inappropriately.

Mandated reporting

A legal duty, usually triggered by reasonable suspicion, to report suspected child abuse or neglect to designated authorities. The duty is personal and not discharged by informing a supervisor.

Dual relationship

A situation in which a professional holds another significant role with a client or student. Ethical analysis focuses on risk of exploitation or impaired judgment, not merely on the relationship's existence.

Informed consent

A voluntary agreement after disclosure of purpose, procedures, risks, confidentiality limits, and the right to withdraw. In practicum and simulation it protects participants and models professional practice.

Title IX

A US federal law prohibiting sex-based discrimination in federally funded education programs. It requires institutions to designate a coordinator and to address reports of sexual harassment.

Transformational leadership

A leadership approach using idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration. It raises follower commitment beyond transactional reward and compliance.

Situational leadership

A model matching leader style to follower readiness: directing, coaching, supporting, and delegating. Effective supervisors shift style as supervisee competence and confidence grow.

Logic model

A program diagram linking inputs, activities, outputs, and outcomes. Outputs count services delivered; outcomes describe changes in participants and are the basis for evaluation.

Gibbs reflective cycle

A six-stage structure: description, feelings, evaluation, analysis, conclusion, and action plan. The final stage converts reflection into a specific change in future practice.

Kolb experiential learning cycle

A four-stage cycle of concrete experience, reflective observation, abstract conceptualization, and active experimentation. Practicum supervision can be organized around moving through all four stages.