# CTE Resource Center - Verso - Introduction to Family and Human Services Task 1748711901

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify the interrelationship and dynamics of individual and family goals and principles with work goals and principles.

Definition

Identification should include
  • identifying factors that influence how families coordinate work and family responsibilities and goals
  • comparing individual and family goals and principles with work goals and principles
  • comparing traditional and egalitarian beliefs regarding work and family roles of men and women
  • predicting changes in the ways work and family roles will be managed in the future.

Process/Skill Questions

Thinking
  • What factors might influence work and family goals and principles?
  • How do gender-role expectations change within the continuum from traditional to egalitarian beliefs? What are the positive and negative consequences of each view?
  • How have traditional family roles changed in the past three decades?
  • In what ways do work and family goals differ with varying family structures?
  • How does an aging population influence work and family goals and principles?
Communication
  • What is the role of communication in managing work and family responsibilities?
  • How can individuals communicate their goals and values about work and family?
  • How can communication skills help a family that has trouble balancing work and family responsibilities?
Leadership
  • What is the relationship between family members’ incomes and household responsibilities?
  • What are examples of ways that technology can be beneficial to balancing work and family responsibilities?
  • How might technology hurt the balance of work and family responsibilities?
Management
  • What management skills are essential for achieving and maintaining a balance of work and family roles? How can these management skills be learned?
  • How can conflicts between work and family responsibilities be resolved?
  • How might the way families manage their work and family roles change in the next 10 years? The next 20 years?

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 Fit You

 

The Healthy You

 

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

1.1.6

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