# CTE Resource Center - Verso - Family and Human Services II Task 1081124211

CTE Resource Center - Verso

Virginia’s CTE Resource Center

Research elder abuse, neglect, and exploitation.


Research should include
  • physical abuse
  • neglect (including self-neglect)
  • financial exploitation
  • psychological abuse
  • social effects of abuse
  • legal implications.
Research 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
  • support available to an abused elder.

Process/Skill Questions

  • 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?
  • What resources are available to assist the victim in overcoming the effects of abuse or neglect? 
  • How would a human services provider describe elder 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 on reporting suspected abuse?
  • What is the expected outcome if elder abuse is not reported?
  • What is the community responsibility to report such abuse and provide training to prevent it?
  • Why is it important to provide training for families and professionals about elder abuse and neglect? 
  • What is the appropriate procedure for reporting suspected elder abuse to the authorities?
  • Who is responsible for reporting suspected elder abuse? Explain.

Related Standards of Learning



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, and literary and classical allusions in text.
  5. Extend general and cross-curricular vocabulary through speaking, listening, reading, and writing.


The student will analyze, evaluate, synthesize, and organize information from a variety of credible resources to produce a research product.
  1. Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge.
  2. Analyze information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, point of view, or bias.
  3. Critically evaluate the accuracy, quality, and validity of the information.
  4. Cite sources for both quoted and paraphrased ideas using a standard method of documentation, such as that of the Modern Language Association (MLA) or the American Psychological Association (APA).
  5. Define the meaning and consequences of plagiarism and follow ethical and legal guidelines for gathering and using information.
  6. Demonstrate ethical use of the Internet.

Other Related Standards

FCCLA National Programs

Families First: Families Today


Families First: Meet the Challenge


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


STOP the Violence


FCCLA: STAR Events (2019)

Interpersonal Communications


National Programs in Action


Professional Presentation


Public Policy Advocate


National Standards for Family and Consumer Sciences Education


Analyze factors in providing family and human services.


Differentiate between situations that require personal prevention or intervention and those situations that require professional assistance.


Analyze situations which require crisis intervention.