| (a) General requirements. This course is recommended
for students in Grades 9-12. Recommended prerequisite: Principles
of Human Services, Principles of Hospitality and Tourism, Principles
of Health Science, or Principles of Education and Training. Students
shall be awarded one-half credit for successful completion of this
course.
(b) Introduction.
(1) Career and 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) Interpersonal Studies examines how the relationships
between individuals and among family members significantly affect
the quality of life. Students use knowledge and skills in family studies
and human development to enhance personal development, foster quality
relationships, promote wellness of family members, manage multiple
adult roles, and pursue careers related to counseling and mental health
services.
(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 and professionalism in a job
setting; and
(E) use problem-solving and critical-thinking skills.
(2) The student evaluates factors related to personal
development. The student is expected to:
(A) investigate factors that affect personal identity,
personality, and self-esteem;
(B) analyze how the family influences the development
of personal identity and self-esteem of all family members, including
those with special needs; and
(C) propose strategies that promote physical, emotional,
intellectual, and social development.
(3) The student determines short- and long-term implications
of personal decisions. The student is expected to:
(A) summarize the decision-making process;
(B) discuss consequences and responsibilities of decisions;
and
(C) evaluate the effect of decisions on health, well-being,
family, interpersonal relationships, employment, and society as a
whole.
(4) The student analyzes considerations related to
the transition to independent adulthood. The student is expected to:
(A) analyze adjustments related to achieving independence;
and
(B) explore responsibilities of living as an independent
adult.
(5) The student analyzes the family's role in relationship
development. The student is expected to:
(A) examine the development of relationships;
(B) investigate the family's role in fostering the
abilities of its members to develop healthy relationships; and
(C) analyze effects of cultural patterns on family
relationships.
(6) The student analyzes relationship development outside
the family. The student is expected to:
(A) explore ways to promote positive friendships;
(B) assess the influence of peers on the individual;
(C) determine appropriate responses to authority figures;
and
(D) propose ways to promote an appreciation of diversity.
(7) The student determines factors related to marital
success. The student is expected to:
(A) discuss reasons for dating and the impact of social
media on dating;
(B) analyze components of a successful marriage; and
(C) examine communication skills and behaviors that
strengthen marriage.
(8) The student determines methods that promote an
effective family unit. The student is expected to:
(A) describe diverse family structures;
(B) identify the function of individuals within the
family;
(C) compare functions of families in various cultures;
(D) predict the effects of societal, demographic, and
economic trends on individuals and the family;
(E) determine procedures for meeting individual and
family needs through resource management;
(F) explain how technology such as social media influences
family functions and relationships; and
(G) determine the impact of effective family functioning
on community and society.
(9) The student determines how changes occurring throughout
the family life cycle impact individuals and families. The student
is expected to:
(A) describe the stages of the family life cycle;
(B) examine roles and responsibilities of individuals
and family members throughout the family life cycle;
(C) analyze financial considerations related to the
family life cycle;
(D) predict the impact of technological advances on
families throughout the family life cycle; and
(E) formulate a plan for effective management of technology
on families throughout the family life cycle.
(10) The student analyzes types of needs and crises
experienced by individuals and families. The student is expected to:
(A) categorize types of crises and their effect on
individuals and families;
(B) determine strategies for prevention and management
of individual and family problems and crises;
(C) identify resources and support systems that provide
assistance to families in crisis;
(D) assess management strategies and technology available
to meet special needs of family members; and
(E) summarize laws and public policies related to the
family.
(11) The student determines stress-management techniques
effective for individuals and families. The student is expected to:
(A) describe the impact of stress on individuals and
relationships;
(B) identify factors contributing to stress;
(C) practice creative techniques for managing stress;
and
(D) implement positive strategies for dealing with
change.
(12) The student determines opportunities and preparation
requirements for his or her chosen careers. The student is expected
to:
(A) determine employment and entrepreneurial opportunities
and preparation requirements for careers in his or her chosen field;
(B) determine how interests, abilities, and personal
priorities affect career choice; and
(C) propose short- and long-term career goals.
(13) The student develops professional skills and behavior.
The student is expected to:
(A) practice effective verbal, nonverbal, written,
and electronic communication skills;
(B) analyze the influence of cultural background on
patterns of communication;
(C) practice positive interpersonal skills, including
conflict resolution, negotiation, teamwork, and leadership;
(D) determine ethical practices in the workplace; and
(E) use leadership and team member skills in problem-solving
situations.
(14) The student analyzes management practices to help
an individual assume multiple family, community, and wage-earner roles.
The student is expected to:
(A) determine the impact of career choice on family
life;
(B) describe the effect of family life on workplace
productivity;
(C) determine employment practices and trends that
support families; and
(D) explain how technology impacts career options and
family roles.
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