# CTE Resource Center - Verso - Family and Human Services I Task 1567823232

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Describe elder abuse, neglect, and exploitation.

Definition

Description should include
  • definitions of abuse, neglect (including self-neglect), and exploitation
  • examples of physical abuse
  • examples of financial exploitation
  • examples of psychological abuse
  • the social effects of abuse
  • trends in abuse/prevalence of abuse.
Description should also include
  • definition of trauma and trauma-informed care
  • recognition of signs and symptoms of trauma
  • sources of trauma
  • effects of trauma
  • benefits of trauma-informed care.

Process/Skill Questions

Thinking
  • What is the difference between abuse, neglect, and exploitation concerning older adults?
  • What should a caretaker do when he/she suspects elder abuse or neglect?
  • Why should a caretaker report suspected elder abuse or neglect?
Communication
  • How would a human services provider describe physical or psychological abuse?
  • In what manner should a human services provider communicate that he/she suspects abuse?
  • How will a human services provider be trained in the proper communication processes of reporting suspected abuse?
Leadership
  • What is the expected outcome if elder abuse is not reported?
  • What is the community responsibility to report abuse?
  • Why is it important to provide training for family and professionals about elder abuse and neglect? 
Management
  • What is the appropriate procedure for reporting suspected elder abuse to the authorities?

Related Standards of Learning

English

11.3

The student will apply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts.
  1. Use structural analysis of roots, affixes, synonyms, and antonyms to understand complex words.
  2. Use context, structure, and connotations to determine meanings of words and phrases.
  3. Discriminate between connotative and denotative meanings and interpret the connotation.
  4. Explain the meaning of common idioms.
  5. Explain the meaning of literary and classical allusions and figurative language in text.
  6. Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.

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).

Other Related Standards

FCCLA National Programs

A Better You

 

Earning

 

Families Today

 

Family Ties

 

Meet the Challenge

 

Protecting

 

STOP the Violence

 

Saving

 

Spending

 

Working on Working

 

You-Me-Us

 

FCCLA: STAR Events (2019)

Advocacy

 

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

7.2.4

Analyze harmful, fraudulent, unethical, and deceptive human services practices.

7.4

Analyze the impact of conditions that could influence the well-being of individuals and families.

7.4.5

Analyze situations which require crisis intervention.