# CTE Resource Center - Verso - Family and Human Services I Task 136101824

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Explain the roles of local and regional organizations that address human services issues for various populations.


Explanation should include the roles of support and advocacy organizations that focus on
  • substance abuse (alcohol and drugs)
  • geriatric care
  • child and adolescent services
  • family violence
  • trauma-informed care
  • financial assistance
  • employment services
  • training opportunities
  • health services (e.g., for the severely injured, mentally ill, chronically ill, terminally ill, disabled).

Process/Skill Questions

  • Why is knowledge of community resources helpful to a caregiver?
  • How would a human services professional present resource information to a client?
  • What would happen if an agency’s resources did not meet a client’s needs?
  • Why is it important to inform colleagues and clients about community resources?
  • How would one contact an agency for service information?
  • When is it appropriate to suggest the use of a particular agency for a specific need?
  • What is the responsibility of a caregiver to provide community-services agency information to a client?
  • How could one differentiate among the roles of each community-services agency?
  • How could a leader provide community-services agency information to workers to complete a needs assessment?
  • What could be the effect of a partner relationship with a community-services agency?
  • What are some difficulties that may be encountered when dealing with a community-services agency?
  • Who is responsible for interacting with community-services agencies on a client’s behalf?

Related Standards of Learning



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).

History and Social Science


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.


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.

Other Related Standards

FCCLA National Programs

Community Service: Lead


Community Service: Learn


Community Service: Serve


Families First: Balancing Family and Career


Families First: Families Today


Families First: Meet the Challenge


Families First: Parent Practice


Families First: You-Me-Us


Financial Fitness: Earning


Financial Fitness: Protecting


Financial Fitness: Saving


Financial Fitness: Spending


Power of One: A Better You


Power of One: Family Ties


Power of One: Take the Lead


Power of One: Working on Working


National Standards for Family and Consumer Sciences Education


Analyze community-networking opportunities in family and human services.


Summarize the importance of friends, family, and community relationships for individuals with a variety of conditions that affect their well-being.