# CTE Resource Center - Verso - Introduction to Family and Human Services Task 1748711902

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify the interrelationship between career path decisions and individual/family life decisions throughout the family life cycle.

Definition

Identification should include
  • identifying the stages of the family life cycle as
    • couple
    • expanding
    • developing
    • launching
    • middle
    • retirement
  • explaining ways in which each stage influences career involvement (e.g., a job that allows a parent to be home when children are not at school), career choices, and the balancing of personal and career responsibilities (e.g., whether the career allows for time off to care for children or older parents)
  • becoming aware of laws and policies, such as Family and Medical Leave Act (FMLA).

Process/Skill Questions

Thinking
  • In what ways does the family life cycle play a role in career decisions?
  • Why is it important to understand the relationships between stages of the family life cycle and career patterns?
  • What factors influence attitudes and beliefs about career involvement at different stages in the family life cycle?
  • How can the family life cycle affect a person's professional life?
Communication
  • Why are different communications skills helpful at different times along the family life cycle?
  • How and why should one establish and develop professional goals with one's family?
  • How would being in a particular stage of the family life cycle influence time spent at work and time spent with family?
Leadership
  • How would being in a particular stage of the family life cycle influence opportunities for advancement?
  • What leadership skills assist with professional and family decision making?
  • Which stage of the family life cycle offers the most difficulty with balancing personal and career responsibilities?
Management
  • How would being in a particular stage of the family life cycle influence the number of responsibilities at work and at home?
  • What steps can be taken to prepare for changes in career patterns?
  • How can the family prepare for difficult financial setbacks throughout each stage of the life cycle?

Related Standards of Learning

English

10.5

The student will read, interpret, analyze, and evaluate nonfiction texts.
  1. Analyze text features and organizational patterns to evaluate the meaning of texts.
  2. Recognize an author’s intended audience and purpose for writing.
  3. Skim materials to develop an overview and locate information.
  4. Compare and contrast informational texts for intent and content.
  5. Interpret and use data and information in maps, charts, graphs, timelines, tables, and diagrams.
  6. Draw conclusions and make inferences on explicit and implied information using textual support as evidence.
  7. Analyze and synthesize information in order to solve problems, answer questions, and generate new knowledge.
  8. Analyze ideas within and between selections providing textual evidence.
  9. Summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
  10. Use reading strategies throughout the reading process to monitor comprehension.

11.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
  1. Apply information from texts to clarify understanding of concepts.
  2. Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
  3. Analyze technical writing for clarity.
  4. Paraphrase and synthesize ideas within and between texts.
  5. Draw conclusions and make inferences on explicit and implied information using textual support.
  6. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  7. Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
  8. Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
  9. Generate and respond logically to literal, inferential, evaluative, synthesizing, and critical thinking questions about the text(s).

12.5

The student will read, interpret, analyze, and evaluate a variety of nonfiction texts.
  1. Use critical thinking to generate and respond logically to literal, inferential, and evaluative questions about the text(s).
  2. Identify and synthesize resources to make decisions, complete tasks, and solve specific problems.
  3. Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
  4. Recognize and analyze use of ambiguity, contradiction, paradox, irony, overstatement, and understatement in text.
  5. Analyze false premises claims, counterclaims, and other evidence in persuasive writing.

Other Related Standards

FCCLA National Programs

A Better You

 

Balancing Family and Career

 

Earning

 

Families Today

 

Family Ties

 

Meet the Challenge

 

Parent Practice

 

Protecting

 

Saving

 

Spending

 

The Real You

 

The Resilient You

 

Working on Working

 

You-Me-Us

 

FCCLA: STAR Events (2019)

Career Investigation

 

Check the national website for Skill Events

 

Check the national website for online events

 

Entrepreneurship

 

Illustrated Talk

 

Interpersonal Communications

 

Life Event Planning

 

National Programs in Action

 

National Standards for Family and Consumer Sciences Education

1.1.3

Analyze ways that individual career goals can affect the family's capacity to meet goals for all family members.

1.1.4

Analyze potential effects of various career path decisions on balancing work and family.

1.1.5

Determine goals for life-long learning and leisure opportunities for all family members.

1.1.6

Develop a life plan, including pathways to acquiring the knowledge and skills needed to achieve individual, family, and career goals.