Describe the diverse populations served by human services.
Identification should include:
- cultural, racial, ethnic, or religious diversity
- socioeconomic diversity
- linguistic diversity or limited English proficiency
- cognitive or physical impairment
- lack of access to technology
- diversity of age (e.g., children, older adults)
- other factors.
- What are the similarities and differences between cultural, racial, ethnic, and religious diversity?
- How would one describe socioeconomic diversity?
- What types of cognitive or physical impairments may be addressed by a human services professional?
- Where are populations likely to be dealing with a lack of access to technology?
- Why is it important to examine the diversity of age within the populations served by human services?
- How do people from diverse populations communicate their needs?
- How do human services professionals educate the community about the needs of people from diverse populations?
- How can a care provider use information about diverse populations for quality improvement?
- What training is available for educating staff on the diverse populations served by human services?
- What management skills assist in dealing with issues facing diverse populations?
Related Standards of Learning
The student will read, interpret, analyze, and evaluate a variety of nonfiction texts including employment documents and technical writing.
- Apply information from texts to clarify understanding of concepts.
- Read and correctly interpret an application for employment, workplace documents, or an application for college admission.
- Analyze technical writing for clarity.
- Paraphrase and synthesize ideas within and between texts.
- Draw conclusions and make inferences on explicit and implied information using textual support.
- Analyze multiple texts addressing the same topic to determine how authors reach similar or different conclusions.
- Analyze false premises, claims, counterclaims, and other evidence in persuasive writing.
- Recognize and analyze use of ambiguity, contradiction, paradox, irony, sarcasm, overstatement, and understatement in text.
- 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 social, political, and cultural movements and changes in the United States during the second half of the twentieth century by
- explaining the factors that led to United States expansion;
- evaluating and explaining the impact of the Brown v. Board of Education decision, the roles of Thurgood Marshall and Oliver W. Hill, Sr., and how Virginia responded to the decision;
- explaining how the National Association for the Advancement of Colored People (NAACP), the 1963 March on Washington, the Civil Rights Act of 1964, the Voting Rights Act of 1965, and the Americans with Disabilities Act (ADA) had an impact on all Americans;
- analyzing changes in immigration policy and the impact of increased immigration;
- evaluating and explaining the foreign and domestic policies pursued by the American government after the Cold War;
- explaining how scientific and technological advances altered American lives; and
- evaluating and explaining the changes that occurred in American culture.
Other Related Standards
FCCLA National Programs
Families First: Balancing Family and Career
Families First: Families Today
Families First: Meet the Challenge
Families First: You-Me-Us
Power of One: A Better You
Power of One: Family Ties
Power of One: Take the Lead
Power of One: Working on Working
FCCLA: STAR Events (2019)
National Programs in Action
Public Policy Advocate
National Standards for Family and Consumer Sciences Education
Analyze the impact of conditions that could influence the well-being of individuals and families.