# CTE Resource Center - Verso - Introduction to Family and Human Services Task 1748711903

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Summarize local, national, and global policies, issues, and trends in the workplace and community that affect individuals and families.

Definition

Summary should include how policies are responding to local, national, and global trends in
  • availability, affordability, and safety of quality childcare
  • family and medical leave, to include maternity/paternity leave
  • annual and personal leave
  • availability and cost of insurance and variety of service providers
  • hiring practices and employment, to include discrimination issues and opportunities for growth
  • the economy and availability of career opportunities (e.g., labor market report)
  • changes in work environments (e.g., telecommuting)
  • workplace expectations, to include safety and diversity
  • mental health care.

Process/Skill Questions

Thinking
  • How much responsibility does an employer have to help workers balance their work and family roles?
  • What are the benefits and risks of family-friendly policies and services from the perspective of management, and from the perspective of employees?
  • What factors may influence the employer’s attitudes toward individual and family support? What factors may influence the worker’s attitudes?
Communication
  • In what ways can an employer indicate to others that the business is family-friendly?
  • Can a reputation for being family-friendly improve a company’s public reputation? Why or why not?
  • What can a company expect from employees in return for individual and family support?
Leadership
  • What leadership skills may help convince employers to improve workplace policies and attitudes to support individuals and families?
  • How can the community work with businesses to help job seekers find employment?
  • What are the benefits for employees and employers of flexible working hours, part-time work, job sharing, telecommuting?
  • What kinds of workplace support strategies may exist in the future?
Management
  • How can management policies support diversity in the workplace?
  • How can one promote workplace policies and attitudes that support individuals and families?
  • What barriers do employees and managers face when trying to improve workplace policies and attitudes in support of individuals and families?
  • What resources are available to those who want to change workplace policies?

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.

History and Social Science

GOVT.8

The student will apply social science skills to understand the organization and powers of the state and local governments described in the Constitution of Virginia by

  1. examining the legislative, executive, and judicial branches;
  2. examining the structure and powers of local governments (county, city, and town);
  3. analyzing the relationship between state and local governments and the roles of regional authorities, governing boards, and commissions;
  4. investigating and explaining the ways individuals and groups exert influence on state and local governments; and
  5. evaluating the effectiveness of citizen efforts to influence decisions of state and local governments by examining historical or contemporary events.

GOVT.9

The student will apply social science skills to understand the process by which public policy is made by

  1. defining public policy and determining how to differentiate public and private action;
  2. examining different perspectives on the role of government;
  3. describing how the national government influences the public agenda and shapes public policy by examining examples such as the Equal Rights Amendment, the Americans with Disabilities Act (ADA), and Section 9524 of the Elementary and Secondary Education Act (ESEA) of 1965;
  4. describing how the state and local governments influence the public agenda and shape public policy;
  5. investigating and evaluating the process by which policy is implemented by the bureaucracy at each level;
  6. analyzing how the incentives of individuals, interest groups, and the media influence public policy; and
  7. devising a course of action to address local and/or state issues.

GOVT.12

The student will apply social science skills to understand the role of the United States in a changing world by

  1. describing the responsibilities of the national government for foreign policy and national security;
  2. assessing the role of national interest in shaping foreign policy and promoting world peace; and
  3. examining the relationship of Virginia and the United States to the global economy, including trends in international trade.

GOVT.15

The student will apply social science skills to understand the role of government in the Virginia and United States economies by

  1. describing the provision of government goods and services that are not readily produced by the market;
  2. describing government’s establishment and maintenance of the rules and institutions in which markets operate, including the establishment and enforcement of property rights, contracts, consumer rights, labor-management relations, environmental protection, and competition in the marketplace;
  3. investigating and describing the types and purposes of taxation that are used by local, state, and federal governments to pay for services provided by the government;
  4. analyzing how Congress can use fiscal policy to stabilize the economy;
  5. describing the effects of the Federal Reserve’s monetary policy on price stability, employment, and the economy; and
  6. evaluating the trade-offs in government decisions.

VUS.14

The student will apply social science skills to understand political and social conditions in the United States during the early twenty-first century by

  1. assessing the development of and changes in domestic policies, with emphasis on the impact of the role the United States Supreme Court played in defining a constitutional right to privacy, affirming equal rights, and upholding the rule of law;
  2. evaluating and explaining the changes in foreign policies and the role of the United States in a world confronted by international terrorism, with emphasis on the American response to 9/11 (September 11, 2001);
  3. evaluating the evolving and changing role of government, including its role in the American economy; and
  4. explaining scientific and technological changes and evaluating their impact on American culture

WHII.14

The student will apply social science skills to understand the global changes during the early twenty-first century by

  1. identifying contemporary political issues, with emphasis on migrations of refugees and others, ethnic/religious conflicts, and the impact of technology, including the role of social media and chemical and biological technologies;
  2. assessing the link between economic and political freedom;
  3. describing economic interdependence, including the rise of multinational corporations, international organizations, and trade agreements; and
  4. analyzing the increasing impact of terrorism.

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)

Advocacy

 

Career Investigation

 

Check the national website for Skill Events

 

Check the national website for online events

 

Entrepreneurship

 

Focus on Children

 

Illustrated Talk

 

Interpersonal Communications

 

Job Interview

 

National Programs in Action

 

National Standards for Family and Consumer Sciences Education

7.3

Demonstrate professional behaviors, skills, and knowledge in providing family and human services.