# CTE Resource Center - Verso - Family and Human Services I Task 167906177

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify management strategies for balancing work and family roles.

Definition

Identification should include
  • using time-management skills
  • prioritizing family and work responsibilities
  • finding the best methods to cope with stress
  • striving for good health and personal safety
  • applying conflict-resolution techniques
  • instilling and protecting family and work values
  • identifying the stages of the family life cycle
  • identifying community resources.

Process/Skill Questions

Thinking
  • What is the relationship between a family’s circumstances and work productivity?
  • Why is it important to a person, to the family, and to the employer to balance work and family roles?
  • What responsibility does an employer have for a worker’s well-being at home?
  • How do management strategies for balancing work and family roles change as the family progresses through its life cycle?
Communication
  • When is it appropriate for an employee to communicate personal/family problems to an employer?
  • What communication skills are needed to develop strategies for balancing work and family roles?
  • How can one communicate the importance of balancing work and family roles?
Leadership
  • What leadership techniques are used to address and resolve conflict regarding work and family roles?
  • What skills do family members need to become leaders?
  • What measures should be used to assess efforts at balancing work and family roles?
Management
  • What factors influence management strategies?
  • What kind of training is needed to develop management strategies for balancing work and family roles?
  • What management skills are needed to deal with issues at different stages of the family life cycle?

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).

History and Social Science

GOVT.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. planning inquiries by synthesizing information from diverse primary and secondary sources;
  2. analyzing how political and economic trends influence public policy, using demographic information and other data sources;
  3. comparing and contrasting historical, cultural, economic, and political perspectives;
  4. evaluating critically the quality, accuracy, and validity of information to determine misconceptions, fact and opinion, and bias;
  5. constructing informed, analytic arguments using evidence from multiple sources to introduce and support substantive and significant claims;
  6. explaining how cause-and-effect relationships impact political and economic events;
  7. taking knowledgeable, constructive action, individually and collaboratively, to address school, community, local, state, national, and global issues;
  8. using a decision-making model to analyze the costs and benefits of a specific choice, considering incentives and possible consequences;
  9. applying civic virtues and democratic principles to make collaborative decisions; and
  10. communicating conclusions orally and in writing to a wide range of audiences, using evidence from multiple sources and citing specific sources.

VUS.1

The student will demonstrate skills for historical thinking, geographical analysis, economic decision making, and responsible citizenship by

  1. synthesizing evidence from artifacts and primary and secondary sources to obtain information about events in Virginia and United States history;
  2. using geographic information to determine patterns and trends in Virginia and United States history;
  3. interpreting charts, graphs, and pictures to determine characteristics of people, places, or events in Virginia and United States history;
  4. constructing arguments, using evidence from multiple sources;
  5. comparing and contrasting historical, cultural, economic, and political perspectives in Virginia and United States history;
  6. explaining how indirect cause-and-effect relationships impact people, places, and events in Virginia and United States history;
  7. analyzing multiple connections across time and place;
  8. using a decision-making model to analyze and explain the incentives for and consequences of a specific choice made;
  9. identifying the rights and responsibilities of citizenship and ethical use of material and intellectual property; and
  10. investigating and researching to develop products orally and in writing.

Other Related Standards

FCCLA National Programs

Families First: Balancing Family and Career

 

Families First: Families Today

 

Families First: Meet the Challenge

 

Families First: Parent Practice

 

Families First: You-Me-Us

 

Power of One: A Better You

 

Power of One: Family Ties

 

Power of One: Working on Working

 

Student Body: The Fit You

 

Student Body: The Healthy You

 

Student Body: The Real You

 

Student Body: The Resilient You

 

FCCLA: STAR Events (2019)

Interpersonal Communications

 

National Programs in Action

 

Professional Presentation

 

National Standards for Family and Consumer Sciences Education

1.1

Analyze different kinds of reasoning (e.g., scientific, practical, interpersonal).