Back to Standards Index

Standard 1 Family and Human Services Industry Awareness Students will understand the breadth of the family and human services industry, including career opportunities and the role of this industry in local and state economies. They will demonstrate content proficiency by: 1.1 Defining the terminology unique to the family and human services industry; 1.2 Identifying family and human services industries, the role of these industries for individuals and families, and contributions to local and state economies; 1.3 Conducting research of legislative and economic trends affecting family and human services organizations and industries; 1.4 Investigating careers related to the industry and the requirements for education or training; 1.5 Describing career paths and strategies for obtaining employment and advancing in the family and human services industry; 1.6 Assessing the personal qualifications, interests, aptitudes, knowledge, and skills necessary to succeed in family and human services careers; 1.7 Explaining the emotional, physical, legal, and economic aspects of accessibility for consumers and clients with disabilities; 1.8 Illustrating an organizational structure and hierarchy, including the relationships and interactions among departments in both the public and private sectors; 1.9 Describing ways in which written and unwritten policies and procedures affect the daily operations of an organization; and 1.10 Identifying the knowledge, skills, aptitudes, and behaviors that can be transferred to higher levels of employment within the career pathway or to other fields. Standard 2 Professional Standards/ Dignity of Work Students will understand what constitutes professional behavior, image, and standards. They will demonstrate content proficiency by: 2.1 Describing a code of ethics and identifying the components of professionalism, including integrity, initiative, confidentiality, and respect at the work site; 2.2 Explaining the interdependence and importance of all jobs to the success of an organization; 2.3 Describing and practicing professional and ethical behaviors; 2.4 Identifying clothing, grooming, and personal hygiene appropriate for the job; 2.5 Explaining ways in which on-the-job decisions can affect the quality of work; 2.6 Describing job-related stress and strategies to manage stress; 2.7 Explaining employers' and employees' rights and responsibilities; and 2.8 Determining ways to maintain competency within the industry. Standard 3 Workforce and Organizational Management Students will understand workforce and organizational management, including the roles and responsibilities of management and employees. They will demonstrate content proficiency by: 3.1 Describing the outcomes of effective management, such as profitability, productivity, employment atmosphere, consumer and client satisfaction, and business growth; 3.2 Explaining workforce management strategies, such as shared responsibilities, negotiation, planning, and decision-making; 3.3 Using effective workforce management strategies; 3.4 Analyzing how workforce management strategies affect employees' actions; 3.5 Identifying appropriate business procedures for family and human services organizations, such as the use of business plans; spreadsheets for payroll and inventories; and other tools for budgets, record keeping, and correspondence with consumers and clients; 3.6 Describing the uses of technology in various segments in the family and human services industry; and 3.7 Describing various sources of funding for nonprofit family and human services organizations. Standard 4 Facility Management and Operational Procedures Students will understand the management practices and operational procedures commonly performed in family and human services facilities. They will demonstrate content proficiency by: 4.1 Describing a facility that promotes the independence of consumers and clients, such as one that provides handrails, wheelchair ramps, and lowered countertops; 4.2 Evaluating the facility for the safety and well-being of the consumers and clients; 4.3 Identifying and developing tasks and skills necessary to maintain a clean, safe, orderly, and functional environment; 4.4 Using procedures to clean a facility that follow a logical sequence and recommending materials and equipment needed; 4.5 Describing and performing operational procedures related to quality control, inventory control, maintenance, storage, security, shipping, receiving, billing, and payment as required by the job; 4.6 Preparing and maintaining records, correspondence, and forms as required by the job; and 4.7 Describing various types of liability, insurance policies, code compliance, service agreements, and contracts. Standard 5 Laws and Regulations Affecting the Family and Human Services Industry Students will understand the laws and regulations that affect providers of family and human services and their clients. They will demonstrate content proficiency by: 5.1 Describing and complying with the laws and regulations affecting the family and human services industry; 5.2 Identifying local, state, and federal laws, regulations, and agencies established to protect children, adolescents, and adults, including the elderly and others with special needs; 5.3 Explaining employers' and employees' responsibilities and procedural requirements for complying with laws and regulations; 5.4 Explaining how local, state, and federal regulations and laws are enforced by regulatory agencies, including the California Occupational Safety and Health Administration (Cal/OSHA); 5.5 Identifying and explaining policies and procedures established by the employer; 5.6 Complying with laws and regulations affecting the needs, interests, and rights of children, adolescents, and adults, including the elderly and individuals with special needs; and 5.7 Explaining local, state, and federal regulatory procedures and requirements for employers and employees in the family and human services industry, including labor relations, personnel policies and procedures, and labor laws. Standard 6 Safety, Emergency, and Disaster Procedures Students will understand safety, emergency, and disaster procedures. They will demonstrate content proficiency by: 6.1 Comparing state and federal environmental and safety regulations, including those for the California Occupational Safety and Health Administration (Cal/OSHA), as they relate to the family and human services industry; 6.2 Explaining ways to establish, maintain, and promote good safety habits for all ages; 6.3 Describing and using safe work habits; 6.4 Performing basic first aid and cardiopulmonary resuscitation (CPR); 6.5 Using equipment, tools, and supplies properly; 6.6 Describing common accidents at the work site and recommending safety procedures, including lifting and handling, to reduce and prevent accidents; 6.7 Determining appropriate procedures and recommending equipment for handling accidents, emergencies, and disasters; 6.8 Using correct procedures for completing accident reports and records; 6.9 Practicing procedures for preventing the spread of illness, including blood-borne pathogens; and 6.10 Analyzing the purpose of and information in the Material Safety Data Sheets (MSDSs). Standard 7 Nutrition and Health Students will understand the basic principles of health, nutrition, and food preparation, handling, and storage. They will demonstrate content proficiency by: 7.1 Explaining ways to establish, maintain, and promote good health for all ages; 7.2 Describing the basic food groups, including those on the Food Guide Pyramid; 7.3 Describing basic dietary needs of individuals and the relationship of those needs to physical and emotional well-being; 7.4 Planning, preparing, and serving nutritional snacks and meals; 7.5 Selecting and purchasing foods that are of high nutritional value and are economical; 7.6 Demonstrating sanitation and food handling procedures, including the transportation and storage of food; 7.7 Planning menus for special dietary needs; 7.8 Evaluating foods for nutritional value, visual appeal, flavor, and texture; and 7.9 Recognizing and describing signs and symptoms of illness and discomfort. Standard 8 Human Developmental Needs Students will understand the stages of human development throughout the life span and the related needs of individuals and families. They will demonstrate content proficiency by: 8.1 Describing and comparing the characteristics and changing needs of the various stages of development throughout the life span; 8.2 Describing and assessing the needs, problems, and adjustments of individuals and families to life changes; 8.3 Identifying behaviors and resources that foster the well-being of individuals and families; 8.4 Determining ways to enhance the emotional health of individuals and families throughout the life span; 8.5 Describing the importance of socialization throughout the life span; 8.6 Determining the needs of special populations, including, but not limited to, those with learning disabilities, behavioral problems, and physical limitations; and 8.7 Identifying and comparing resources and agencies that provide a variety of services for individuals and families with special needs. Standard 9 Consumer Assistance Students will understand ways to help individuals and families in making consumer decisions that lead to self-sufficiency. They will demonstrate content proficiency by: 9.1 Providing examples of consumers and clients needing assistance in consumer decision-making; 9.2 Helping individuals and families in identifying resources for shopping, banking, record keeping, and other consumer services; 9.3 Informing individuals and families of their rights and responsibilities as consumers; 9.4 Explaining consumer practices, such as doing comparison-shopping, reading labels, and interpreting warranties and guarantees; 9.5 Helping consumers and clients to develop effective purchasing skills; and 9.6 Evaluating community resources and referral services, including transportation and housing. Standard 10 Daily Living Activities Students will understand the daily living activities of individuals and families. They will demonstrate content proficiency by: 10.1 Explaining the importance of personal care and well-being to consumers' and clients' physical and emotional health; 10.2 Determining the appropriate assistance that individuals need, throughout the life span, with the activities of daily living, including physical fitness, medication and health management, hygiene, grooming, and dressing; 10.3 Describing how to maintain privacy, independence, dignity, and respect for consumers and clients; 10.4 Helping consumers and clients with hygiene and personal care, including dressing and grooming; 10.5 Analyzing tasks required to satisfy the personal care needs of consumers and clients; 10.6 Planning exercise activities that are enjoyable, safe, and appropriate for the individual needs of consumers and clients; 10.7 Helping consumers and clients with special needs, such as with the use of prosthetics and other therapeutic equipment; 10.8 Describing various types of disabilities, potential barriers, and types of accommodations needed for consumers and clients; and 10.9 Investigating technologically advanced equipment designed to meet the needs of the consumers and clients. Standard 11 Interaction with Families and Communities Students will understand skills required to interact effectively with families and communities. They will demonstrate content proficiency by: 11.1 Describing and using effective interaction skills, appropriately and with sensitivity, when dealing with consumers, clients, and their families; 11.2 Identifying resources that promote interaction between the consumers and clients, their families, and the community; 11.3 Describing ways to communicate and interact with culturally diverse families and their communities; 11.4 Investigating effective ways to enhance communication and interaction among members of families and the community; 11.5 Describing ways to show sensitivity to cultural and individual family differences; 11.6 Using conflict resolution and mediation skills that enhance interaction with family members and the community; and 11.7 Assessing the contributions of family members and the community to the well-being of the consumers and clients. Standard 12 Behavior Management and Positive Guidance Students will understand positive guidance and its application in helping individuals and families. They will demonstrate content proficiency by: 12.1 Describing positive guidance and its benefits; 12.2 Explaining and analyzing types of positive guidance techniques that are appropriate for the consumers and clients; 12.3 Identifying possible causes of behavior problems and suggesting solutions; and 12.4 Identifying responsible actions that promote independence for consumers and clients. Standard 13 Social Involvement Students will understand the importance of social involvement for individuals and families. They will demonstrate content proficiency by: 13.1 Explaining the value of social, recreational, and educational activities across the life span; 13.2 Planning, conducting, and evaluating social, recreational, and educational activities appropriate to the physical, psychological, cultural, and socioeconomic needs of individuals and families; 13.3 Identifying and recommending community resources for social, recreational, and educational activities to meet consumers' and clients' needs; 13.4 Evaluating facilities and community resources available for social, recreational, and educational activities; and 13.5 Describing activities that promote interaction between consumers and clients and their families. Standard 14 Problems and Crises of Individuals and Families Students will understand problems and crises affecting individuals and families. They will demonstrate content proficiency by: 14.1 Identifying emotional and substance abuse problems that affect individuals and families; 14.2 Identifying signs of emotional crises and mental health issues; 14.3 Describing symptoms associated with depression, isolation, substance abuse, and stress; 14.4 Responding to consumers and clients in a sensitive, professional manner; 14.5 Investigating behavior modification techniques that address disruptive behaviors; 14.6 Recognizing behaviors that require intervention and outside assistance; and 14.7 Describing the information families need to make decisions about the options in caring for a family member. Standard 15 Needs of the Elderly The student will understand characteristics and needs of the elderly. They will demonstrate content proficiency by: 15.1 Defining physical and mental fitness for elderly consumers and clients; 15.2 Describing the benefits of maintaining physical and mental fitness for elderly consumers and clients; 15.3 Examining, planning, and conducting activities for the elderly that contribute to their physical and mental fitness and well-being; 15.4 Identifying symptoms associated with depression, substance abuse, confusion, dementia, and isolation in elderly consumers and clients; 15.5 Investigating behavior modification techniques that address aggressive or inappropriate behavior; and 15.6 Evaluating behaviors that suggest intervention and outside assistance. Standard 16 Personal, Interpersonal, and Communication Skills Students will understand how personal, interpersonal, and communication skills influence employability. They will demonstrate content proficiency by: 16.1 Describing interpersonal skills that enhance relationships at the work site, such as working cooperatively, communicating effectively, sharing responsibilities, and exercising leadership; 16.2 Analyzing the importance of such personal skills as a positive attitude, self-confidence, honesty, integrity, and self-discipline as these characteristics pertain to work, personal, and family life; 16.3 Explaining ways in which to resolve conflicts, use negotiation skills, and communicate resolutions across gender, age, and cultural groups; 16.4 Assessing the importance of effective nonverbal, oral, and written communication skills in getting and keeping a job; 16.5 Using appropriate communication skills, including correct telephone, facsimile, and e-mail etiquette; and 16.6 Interpreting nonverbal communication and responding appropriately. Standard 17 Thinking and Problem-Solving Skills Students will exhibit critical and creative thinking, logical reasoning, and problem-solving skills. They will demonstrate content proficiency by: 17.1 Identifying issues and problems in the family and human services industry and offering possible solutions; 17.2 Considering multiple options for completing work tasks and applying appropriate problem-solving strategies to work-related issues; and 17.3 Applying creative thinking skills to identify and present new ways to perform work effectively. Standard 18 Balancing Personal, Family, and Work Responsibilities Students will understand management strategies needed to achieve balance in work, personal, and family life. They will demonstrate content proficiency by: 18.1 Identifying and analyzing multiple roles as members of the workforce, families, and communities; 18.2 Identifying and analyzing resources that help in managing the responsibilities of multiple roles; 18.3 Identifying and applying management strategies needed to achieve balance in work and family roles; and 18.4 Evaluating effectiveness in balancing responsibilities at home and work. Standard 19 Teamwork and Leadership Students will understand the teamwork and leadership concepts and skills needed to succeed in work, personal, family, and community life. They will demonstrate content proficiency by: 19.1 Identifying, comparing, and analyzing the characteristics and benefits of teamwork, leadership, and citizenship in the workplace and community; 19.2 Defining leadership roles in work and community life; 19.3 Identifying and practicing strategies for effective teamwork, leadership, and citizenship in the workplace and community; 19.4 Developing skills in teamwork, leadership, and citizenship by participating in FHA-HERO activities; 19.5 Analyzing and using written and professional resources that help in developing skills in teamwork and leadership; and 19.6 Assessing how skills in teamwork and leadership enhance employability.