At which campus can I study this program?
Program Description
This RHS 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, and/or mental disabilities. Graduates pursue employment in a variety of settings including rehabilitation hospitals, drug and alcohol programs, geriatric service centers, community mental health programs, programs for people with intellectual disabilities, justice system, and schools. 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 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.
What is Rehabilitation and Human Services?
Rehabilitation and Human Services (RHS) is an interdisciplinary field dedicated to improving the well-being of individuals and communities by addressing the barriers that prevent full participation in everyday life. These barriers may include mental health challenges, disability, chronic illness, substance use, trauma, educational inequities, and limited access to resources. RHS professionals work across a wide range of settings and draw on knowledge from education, health sciences, social services, and public health. At its core, the field emphasizes advocacy, collaboration, and person-centered practice, empowering individuals across the lifespan to achieve greater independence, resilience, and quality of life.
Students learn how to support individuals through rehabilitation, advocacy, prevention, and community-based services. Coursework emphasizes understanding the social, psychological, cultural, and systemic factors that influence health, disability, and community participation.
Graduates pursue careers in fields such as:
- Disability and vocational rehabilitation services
- Community mental health and behavioral health programs
- Addictions and recovery services
- Youth and family services
- Case management and social service delivery
- Community-based nonprofit organizations
- School and college student support services
- Corrections and justice-related rehabilitation programs
Many RHS graduates also continue their education in graduate programs such as counseling, social work, psychology, occupational therapy, physical therapy, public health, and related helping professions.
You Might Like This Program If...
- You are passionate about supporting individuals with disabilities and promoting inclusion in communities and schools.
- You want to work in human services, behavioral health, rehabilitation, or community-based support systems.
- You are interested in advocacy, social justice, and improving access to services for underserved populations.
- You want hands-on experience through internships, service learning, and community partnerships.
- You plan to pursue graduate study in counseling, social work, rehabilitation, occupational therapy, public health, or related helping professions.
- You want a career focused on helping individuals and communities improve well-being, independence, and quality of life.
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:
| Requirement | Credits |
|---|---|
| General Education | 45 |
| Electives | 17 |
| Requirements for the Major | 70-72 |
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.
| Code | Title | Credits |
|---|---|---|
| Prescribed Courses | ||
| PSYCH 100 | Introductory Psychology  | 3 |
| PSYCH 270 | Introduction to Abnormal Psychology | 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 493 | Professional Development and Internship Preparation in RHS | 3 |
| RHS 495A | Rehabilitation and Human Services Internship | 12 |
| Additional Courses | ||
| CI 185 | Principles of Social Justice in Education | 3 |
| or SOC 1 | Introductory Sociology | |
| Select one of the following: | 3 | |
| Individual Differences and Education | ||
| Adolescent Development | ||
| Introduction to Developmental Psychology | ||
| Select 3-4 credits from the following: | 3-4 | |
| Introductory Biological Anthropology | ||
| Biology: Basic Concepts and Biodiversity | ||
| Genetics and Evolution of the Human Species | ||
| Introduction to Human Physiology | ||
| Structure and Function of Organisms | ||
| Genetics, Ecology, and Evolution | ||
| Environmental Science | ||
| Human Body: Form and Function | ||
| Additional Courses: Require a grade of C or better | ||
| Select one of the following: | 3-4 | |
| Analysis and Interpretation of Statistical Data in Education | ||
| Statistical Concepts and Reasoning | ||
| Elementary Statistics | ||
| Supporting Courses and Related Areas | ||
| Select 6 credits from the approved courses in this list: | 6 | |
| Foundations of Chemical Dependency Counseling | ||
| Interpersonal Relationships and Alcohol and Other Drugs (AOD) Dependency | ||
| Counseling Strategies for Preventing Chemical Dependency | ||
| Foundations of Addictions Counseling | ||
| College Student Mental Health and Wellness | ||
| Employment Strategies for People with Disabilities | ||
| Rehabilitation in the Justice System | ||
| Trauma-informed care for school & human service professionals | ||
| Inclusive Special Ed Foundations: Legal, Characteristics, Collaboration, Assessment, and Management | ||
| Introduction to Autism Spectrum Disorders: Issues and Concerns | ||
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 and Inter-Domain courses do not meet this requirement.)
- Quantification (GQ): 6 credits
- Writing and Speaking (GWS): 9 credits
Breadth in the Knowledge Domains (Inter-Domain courses do not meet this requirement.)
- Arts (GA): 3 credits
- Health and Wellness (GHW): 3 credits
- Humanities (GH): 3 credits
- Social and Behavioral Sciences (GS): 3 credits
- Natural Sciences (GN): 3 credits
Integrative Studies
- Inter-Domain Courses (Inter-Domain): 6 credits
Exploration
- GN, may be completed with Inter-Domain courses: 3 credits
- GA, GH, GN, GS, Inter-Domain courses. This may include 3 credits of World Language course work beyond the 12th credit level or the requirements for the student’s degree program, whichever is higher: 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
- Assessment & Empowerment: Students will 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.
- Communication & Professionalism: Students will communicate effectively in a professional manner by producing articulate and well-researched documents and delivering effective presentations.
- Disability: 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.
- Discrimination & Advocacy: Students will demonstrate knowledge of discrimination against individuals with disabilities, legislative efforts to curtail such discrimination and advocacy resources.
- Legal & Ethical Issues: Students will demonstrate knowledge of ethical codes and professional conduct, and the applicable federal and state regulations.
- Professional Conduct: Students will interact productively and professionally with a team of stakeholders as both a leader and a member.
- Professional Ethics: Students will practice professional, ethical, and social behaviors, which demonstrate nondiscrimination, empathy, and respect for diversity and knowledge of contemporary professional and societal issues.
- Relationship Building Skills: Students will develop a facilitative relationship with clients and their families through individual and group sessions.
- 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.
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
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
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 2026-27 academic year. To access previous years' suggested academic plans, please visit the archive to view the appropriate Undergraduate Bulletin edition.
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.
| First Year | |||
|---|---|---|---|
| Fall | Credits | Spring | Credits |
| ENGL 15 or 30H‡ | 3 | CAS 100A‡ | 3 |
| MATH 34 or 21‡1 | 3 | PSYCH 100† | 3 |
| SOC 1† | 3 | RHS 300*1 | 3 |
| RHS 100*† | 3 | General Education Course (GN) | 3 |
| General Education Course (GA) | 3 | General Education Course (GHW) | 1.5 |
| PSU 8 | 1 | Elective/Minor | 3 |
| 16 | 16.5 | ||
| Second Year | |||
| Fall | Credits | Spring | Credits |
| ANTH 21, BIOL 133, BIOL 110, BIOL 141, BISC 1, BISC 2, BISC 3, or BISC 4 (GN)† | 3 | ENGL 202A or 202B‡ | 3 |
| RHS 301*2 | 3 | RHS 302*1 | 3 |
| STAT 200‡† | 4 | RHS 303*1 | 3 |
| General Education Course (Exploration) | 3 | General Education Course (GH) | |
| Elective/Minor | 3 | General Education Course (Inter-Domain) | 3 |
| General Education Course (GHW) | 1.5 | ||
| 16 | 13.5 | ||
| Third Year | |||
| Fall | Credits | Spring | Credits |
| RHS 400W*2 | 3 | PSYCH 212 or HDFS 239† | 3 |
| SOC 119N† | 4 | RHS 403*1 | 3 |
| PSYCH 270 | 3 | Supporting Course3 | 3 |
| Elective/Minor | 3 | General Education Course (Inter-Domain) | 3 |
| Elective/Minor | 3 | Elective/Minor | 3 |
| 16 | 15 | ||
| Fourth Year | |||
| Fall | Credits | Spring | Credits |
| RHS 401*2 | 3 | RHS 495A* | 12 |
| RHS 402*2 | 3 | ||
| RHS 493*2 | 3 | ||
| Supporting Course3 | 3 | ||
| Elective/Minor | 3 | ||
| 15 | 12 | ||
| Total Credits 120 | |||
- *
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
Courses offered Spring only: MATH 34, RHS 300, RHS 302, RHS 303, RHS 403
- 2
Courses offered Fall only: RHS 301, RHS 400W, RHS 401, RHS 402, RHS 493
- 3
Supporting Course List: CNED 401, CNED 416, CNED 421, CNED 422, LHR 410, RHS 226, RHS 410, RHS 428, RHS 433, SPLED 400
University Requirements and General Education Notes:
US and IL are abbreviations used to designate courses that satisfy Cultural Diversity 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.
General Education includes Foundations (GWS and GQ), Knowledge Domains (GHW, GN, GA, GH, GS) and Integrative Studies (Inter-domain) requirements. N or Q (Honors) is the suffix at the end of a course number used to help identify an Inter-domain course, but the inter-domain attribute is used to fill audit requirements. Foundations courses (GWS and GQ) require a grade of 'C' or better.
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.
| First Year | |||
|---|---|---|---|
| Fall | Credits | Spring | Credits |
| ENGL 15‡ | 3 | General Education Course | 3 |
| General Education (GQ) Course‡ | 3 | General Education Course | 3 |
| General Education Course | 3 | Elective | 3 |
| PSU 8 | 1 | Elective | 3 |
| RHS 100* † | 3 | PSYCH 100† | 3 |
| SOC 1† | 3 | ||
| 16 | 15 | ||
| Second Year | |||
| Fall | Credits | Spring | Credits |
| CAS 100A‡ | 3 | RHS 300* | 3 |
| PSYCH 270 | 3 | BISC 1, 2, 3, 4, or BIOL 110† | 3-4 |
| STAT 200 or 100†‡ | 4-3 | ENGL 202A or 202B‡ | 3 |
| General Education Course | 3 | General Education Course (GHW) | 1.5 |
| General Education Course | 3 | PSYCH 212† | 3 |
| SOC 119N† | 4 | ||
| 16-15 | 17.5-18.5 | ||
| Third Year | |||
| Fall | Credits | Spring | Credits |
| RHS 301* | 3 | Supporting Course | 3 |
| Elective | 3 | Elective | 3 |
| Elective | 3 | RHS 302* | 3 |
| General Education Course | 3 | RHS 303* | 3 |
| General Education Course (GHW) | 1.5 | RHS 403* | 3 |
| Supporting Course | 3 | ||
| 16.5 | 15 | ||
| Fourth Year | |||
| Fall | Credits | Spring | Credits |
| Elective | 3 | RHS 495A* | 12 |
| RHS 400W* | 3 | ||
| RHS 401* | 3 | ||
| RHS 402* | 3 | ||
| RHS 493* | 3 | ||
| 15 | 12 | ||
| Total Credits 123 | |||
- *
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 Cultural Diversity 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.
General Education includes Foundations (GWS and GQ), Knowledge Domains (GHW, GN, GA, GH, GS) and Integrative Studies (Inter-domain) requirements. N or Q (Honors) is the suffix at the end of a course number used to help identify an Inter-domain course, but the inter-domain attribute is used to fill audit requirements. Foundations courses (GWS and GQ) require a grade of 'C' or better.
Career Paths
Demand for Rehabilitation and Human Services (RHS) graduates is strong because the major prepares students with the knowledge and applied helping skills needed to support individuals with disabilities and other populations served in human service systems. The program emphasizes disability, behavioral health, community-based services, and rehabilitation support across the lifespan. RHS students develop the professional competencies needed to promote independence, access to services, and improved quality of life for individuals and communities.
RHS students can tailor their degree to align with career interests through minors, experiential learning opportunities, and internships in rehabilitation and human service settings. The Addictions and Recovery minor, for example, provides specialized preparation for careers in behavioral health and recovery services and aligns with training requirements for the Certified Alcohol and Drug Counselor (CADC) credential.
RHS students complete a professional internship experience designed to enhance their qualifications and prepare them for careers in human service professions. Through supervised field placements, students gain hands-on experience supporting individuals with disabilities and other populations served by community agencies.
The RHS internship sequence includes:
- A professional development and internship preparation course to help students explore career interests, develop professional materials, and secure competitive internship placements; and
- A supervised internship experience in rehabilitation and human service agencies where students apply helping skills in real-world practice.
Through these experiences, students develop professional competencies while building networks with community organizations and potential employers.
MORE INFORMATION ABOUT RHS SPECIAL INTEREST AREAS
Careers
Many RHS graduates enter the workforce directly after completing their degree, using their knowledge of disability, human services systems, and professional helping skills to support individuals and communities. RHS graduates pursue positions in areas such as:
Disability and Rehabilitation Services
- Vocational rehabilitation services
- Disability support services
- Employment support and job coaching for individuals with disabilities
- College and university disability services
Mental Health and Behavioral Health Services
- Community mental health programs
- Behavioral health support roles
- Case management and service coordination
Addictions and Recovery Services
- Drug and alcohol treatment programs
- Recovery support services
- Prevention and community education programs
Youth and Family Services
- Youth development and mentoring programs
- Child and family service agencies
- Foster care and family support programs
Healthcare and Rehabilitation Settings
- Hospitals and rehabilitation centers
- Medical case management
- Aging and geriatric services
Community and Government Services
- Corrections and justice-related rehabilitation programs
- Office of Children, Youth, and Family Services
- Public and nonprofit human service organizations
Many graduates also pursue roles in program coordination, community outreach, and human service program administration.
Opportunities for Graduate Studies
A degree in Rehabilitation and Human Services provides a strong foundation for students who wish to pursue advanced professional training or graduate study in helping professions and health-related fields.
Common graduate pathways for RHS graduates include:
Counseling and Behavioral Health
- Rehabilitation counseling
- Mental health counseling
- Addiction counseling
- School counseling
Human Services and Social Services
- Social work
- Public health
- Human services administration
Allied Health Professions
- Occupational therapy
- Physical therapy
- Speech-language pathology
- Nursing or other health professions
Education and Student Support
- Higher education and student affairs
- Special education
Research and Policy
- Disability studies
- Public policy and advocacy
- Community health and prevention
These pathways allow RHS graduates to continue advancing their professional skills while contributing to the improvement of services and support systems for individuals and communities.
Accreditation
The College of Education educator preparation programs are fully accredited at the Initial and Advanced levels by the Council for the Accreditation of Educator Preparation (CAEP). The next CAEP program 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
https://hazleton.psu.edu/rehabilitation-and-human-services
Wilkes-Barre
44 University Drive
Dallas, PA 18612
570-675-9213
man20@psu.edu
https://wilkesbarre.psu.edu/academics/bachelors/rehabilitation-and-human-services
Abington
DIVISION OF SOCIAL SCIENCES
1600 Woodland Road
Abington, PA 19001
215-881-7371
mbl122@psu.edu
https://www.abington.psu.edu/academics/majors-at-abington/rehabilitation-human-services
University Park
DEPARTMENT OF EDUCATIONAL PSYCHOLOGY, COUNSELING, AND SPECIAL EDUCATION
125G CEDAR Building
University Park, PA 16802
814-865-7454
mmm7153@psu.edu