# CTE Resource Center - Verso - Family and Human Services I Task 167906179

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Identify the interrelationship between career path decisions and individual/family life decisions throughout the family life cycle.


Identification should include
  • identifying the stages of the family life cycle
    • coupling
    • expanding
    • developing
    • launching
    • middle
    • retirement
  • explaining ways in which each stage influences career involvement (e.g., a job that allows a parent to be home when children are not at school), career choices, and the balancing of personal and career responsibilities (e.g., a career that allows for time off to care for children or older parents)
  • becoming aware of policies such as the Family and Medical Leave Act (FMLA).

Process/Skill Questions

  • What is FMLA, and how does it affect workers?
  • Why is it valuable to understand the life cycle of a family?
  • How does one’s chosen career path provide the skills needed throughout life?
  • How does one communicate the needs of an individual as it relates to family changes?
  • What methods of communication create understanding among family members concerning workplace and family demands?
  • To be effective, how often should communication take place? Explain.
  • How should the constraints and demands of family and work be approached by workplace leaders?
  • What resources assist in creating harmony when life changes affect the workplace?
  • How can families manage the changes brought about by the family life cycle?
  • How does FMLA help families manage life-changing situations?

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).

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


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: Working on Working


Student Body: The Real You


Student Body: The Resilient You


FCCLA: STAR Events (2019)

Career Investigation




Event Management


Interpersonal Communications


National Programs in Action


Professional Presentation


National Standards for Family and Consumer Sciences Education


Analyze potential effects of various career path decisions on balancing work and family.