| (a) General requirements. This course is recommended
for students in Grades 9-12. Students shall be awarded one credit
for successful completion of this course.
(b) Introduction.
(1) Career technical education instruction provides
content aligned with challenging academic standards and relevant technical
knowledge and skills for students to further their education and succeed
in current or emerging professions.
(2) The Human Services Career Cluster focuses on preparing
individuals for employment in career pathways that relate to families
and human needs such as counseling and mental health services, family
and community services, personal care services, and consumer services.
(3) Principles of Human Services is a laboratory course
that will enable students to investigate careers in the Human Services
Career Cluster, including counseling and mental health, early childhood
development, family and community, personal care, and consumer services.
Each student is expected to complete the knowledge and skills essential
for success in high-skill, high-wage, or high-demand human services
careers.
(4) Students are encouraged to participate in extended
learning experiences such as career and technical student organizations
and other leadership or extracurricular organizations.
(5) Statements that contain the word "including" reference
content that must be mastered, while those containing the phrase "such
as" are intended as possible illustrative examples.
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability
skills as required by business and industry. The student is expected
to:
(A) apply interpersonal communication skills in business
and industry settings;
(B) explain and recognize the value of collaboration
within the workplace;
(C) examine the importance of time management to succeed
in the workforce;
(D) identify work ethics/professionalism in a job setting;
and
(E) develop problem-solving and critical-thinking skills.
(2) The student demonstrates personal characteristics
for success in high-skill, high-wage, or high-demand careers. The
student is expected to:
(A) explain and practice responsible decision making
consistent with personal needs, wants, values, and priorities;
(B) develop measurable short- and long-term goals for
personal and professional life;
(C) demonstrate personal-management skills needed for
productivity;
(D) practice ethical and appropriate methods of conflict
resolution;
(E) investigate the significance of grooming, appearance,
and appropriate apparel selection in personal and professional settings;
(F) analyze the relationship of wellness to personal
and professional productivity;
(G) determine personal and professional implications
of substance abuse;
(H) demonstrate apparel maintenance and repair skills
that enhance appearance in personal and professional settings;
(I) practice leadership skills such as participation
in career and technical student organizations; and
(J) demonstrate effective communication skills.
(3) The student demonstrates the skills necessary to
enhance personal and career effectiveness in consumer services. The
student is expected to:
(A) apply the decision-making process in planning the
allocation and use of finances;
(B) use technology to manage resources;
(C) examine sustainable consumer buying techniques
that promote effective use of resources;
(D) describe rewards, demands, and future trends in
consumer service careers; and
(E) identify employment and entrepreneurial opportunities
and preparation requirements in the areas of personal interest.
(4) The student demonstrates the skills necessary to
enhance personal and career effectiveness in counseling and mental
health services. The student is expected to:
(A) identify types of crises;
(B) determine appropriate responses, management strategies,
and available technology to meet individual and family needs;
(C) determine effects of crisis on individuals and
families;
(D) predict crises typical of various stages of the
life cycle;
(E) identify the contributing factors of stress and
how those factors impact individuals and relationships;
(F) investigate causes, prevention, and treatment of
domestic violence;
(G) describe rewards, demands, and future trends in
counseling and mental health services; and
(H) identify employment and entrepreneurial opportunities
and preparation requirements in the areas of personal interest.
(5) The student demonstrates the skills necessary to
enhance personal and career effectiveness in early childhood development
and services. The student is expected to:
(A) identify the basic needs of children;
(B) analyze the responsibilities of caregivers for
promoting the safety and development of children;
(C) determine developmentally appropriate guidance
techniques for children;
(D) investigate causes, preventions, and treatment
of child abuse;
(E) describe rewards, demands, and future trends in
early childhood development and services; and
(F) identify employment and entrepreneurial opportunities
and preparation requirements in the areas of personal interest.
(6) The student demonstrates the skills necessary to
enhance personal and career effectiveness in family and community
services. The student is expected to:
(A) identify the basic functions of the family, including
roles and responsibilities;
(B) investigate societal, cultural, demographic, and
economic factors affecting the responsibilities of family members;
(C) analyze the multiple roles and responsibilities
assumed by individuals within the family;
(D) investigate community service opportunities;
(E) analyze dietary practices across the life span;
(F) explain the impact of nutrition on development,
wellness, and productivity over the life span;
(G) prepare nutritious snacks or meals that contribute
to wellness and productivity through the life span;
(H) describe rewards, demands, and future trends in
family and community services; and
(I) identify employment and entrepreneurial opportunities
and preparation requirements in the areas of personal interest.
(7) The student demonstrates the skills necessary to
enhance personal and career effectiveness in fashion design. The student
is expected to:
(A) describe factors influencing apparel selection;
(B) analyze apparel selection practices that accommodate
personal needs, including age, lifestyle, special needs, and career;
(C) interpret and use information on apparel care labels;
(D) demonstrate safety practices when using and caring
for apparel construction tools and equipment;
(E) demonstrate simple clothing repair and alteration
techniques;
(F) describe rewards, demands, and future trends in
fashion design; and
(G) identify employment and entrepreneurial opportunities
and preparation requirements in the areas of personal interest.
(8) The student demonstrates the skills necessary to
enhance personal and career effectiveness in interior design. The
student is expected to:
(A) describe priorities and needs that influence interior
design decisions;
(B) identify the elements and principles of design
used in interiors;
(C) describe safe use and care of interior furnishings
and equipment;
(D) identify maintenance and safety practices that
affect interiors;
(E) discuss cultural, demographic, societal, and economic
factors that influence interior design trends;
(F) describe rewards, demands, and future trends in
interior design; and
(G) identify employment and entrepreneurial opportunities
and preparation requirements in the areas of personal interest.
(9) The student demonstrates the skills necessary to
enhance personal and career effectiveness in personal care services.
The student is expected to:
(A) explore new and emerging technologies that may
affect personal care services;
(B) investigate the specific state requirements for
licensure in personal care services;
(C) create records, including electronic records, of
client services to retrieve personal care client information;
(D) examine different types of media to achieve maximum
impact on targeted client populations;
(E) describe rewards, demands, and future trends in
personal care services; and
(F) identify employment and entrepreneurial opportunities
and preparation requirements in the areas of personal interest.
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