# CTE Resource Center - Verso - Family and Human Services I Task 1066543890

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify communication skills needed to interact effectively with individuals and families.

Definition

Identification should include
  • verbal communication skills (e.g., listening, questioning, interviewing, explaining)
  • written communication skills (e.g., note taking, transcribing, documenting, emailing)
  • nonverbal skills (e.g., eye contact, facial expression, body language)
  • skills used by people with special needs (e.g., sign language, braille, communication board, touch, signaling)
  • teamwork skills
  • conflict-resolution skills
  • culturally sensitive communication practices.

Process/Skill Questions

Thinking
  • What contextual factors affect communication?
  • How does culture affect communication?
  • What ethical issues could be involved in expressing feelings, needs, and ideas with family, friends, colleagues, employers, and community members?
Communication
  • What are some questions that can help clarify meaning?
  • When might silence be the best response?
  • How can communication affect conflict resolution?
Leadership
  • How might values and beliefs influence communication?
  • What conflict-resolution strategies can leaders use when dealing with individuals? With families?
  • How can leaders prevent the escalation of conflict?
Management
  • What resources can be effective in helping people develop communication skills?
  • What strategies may be applied to prevent conflicts?
  • Why might using various methods of conflict resolution be valuable?

Related Standards of Learning

English

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).

11.6

The student will write in a variety of forms, to include persuasive/argumentative, reflective, interpretive, and analytic with an emphasis on persuasion/argumentation.
  1. Apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing to address a specific audience and purpose.
  2. Produce arguments in writing developing a thesis that demonstrates knowledgeable judgments, addresses counterclaims, and provides effective conclusions.
  3. Organize claims, counterclaims, and evidence in a sustained and logical sequence.
  4. Adapt evidence, vocabulary, voice, and tone to audience, purpose, and situation.
  5. Use words, phrases, clauses, and varied syntax to create a cohesive argument.
  6. Blend multiple forms of writing including embedding narratives to produce effective essays.
  7. Revise writing for clarity of content, accuracy and depth of information.
  8. Write and revise to a standard acceptable both in the workplace and in postsecondary education.

11.7

The student will self- and peer-edit writing for capitalization, punctuation, spelling, sentence structure, paragraphing, and Standard English.
  1. Use complex sentence structure to infuse sentence variety in writing.
  2. Use verbals and verbal phrases correctly to achieve sentence conciseness and variety.
  3. Distinguish between active and passive voice.

Other Related Standards

FCCLA National Programs

A Better You

 

Families Today

 

Family Ties

 

Meet the Challenge

 

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

 

Illustrated Talk

 

Interpersonal Communications

 

National Programs in Action

 

National Standards for Family and Consumer Sciences Education

7.2.6

Analyze effective self-advocacy strategies for human services professionals.

7.5.7

Demonstrate effective verbal and nonverbal communication skills that support individuals and families with a variety of conditions that could affect their well-being.