SECTION 130.272. Principles of Human Services (One Credit), Adopted 2015

(a) General requirements. This course is recommended for students in Grades 9-12. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) Career technical education instruction provides content aligned with challenging academic standards and relevant technical knowledge and skills for students to further their education and succeed in current or emerging professions.

(2) The Human Services Career Cluster focuses on preparing individuals for employment in career pathways that relate to families and human needs such as counseling and mental health services, family and community services, personal care services, and consumer services.

(3) Principles of Human Services is a laboratory course that will enable students to investigate careers in the Human Services Career Cluster, including counseling and mental health, early childhood development, family and community, personal care, and consumer services. Each student is expected to complete the knowledge and skills essential for success in high-skill, high-wage, or high-demand human services careers.

(4) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the word "including" reference content that must be mastered, while those containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) The student demonstrates professional standards/employability skills as required by business and industry. The student is expected to:

(A) apply interpersonal communication skills in business and industry settings;

(B) explain and recognize the value of collaboration within the workplace;

(C) examine the importance of time management to succeed in the workforce;

(D) identify work ethics/professionalism in a job setting; and

(E) develop problem-solving and critical-thinking skills.

(2) The student demonstrates personal characteristics for success in high-skill, high-wage, or high-demand careers. The student is expected to:

(A) explain and practice responsible decision making consistent with personal needs, wants, values, and priorities;

(B) develop measurable short- and long-term goals for personal and professional life;

(C) demonstrate personal-management skills needed for productivity;

(D) practice ethical and appropriate methods of conflict resolution;

(E) investigate the significance of grooming, appearance, and appropriate apparel selection in personal and professional settings;

(F) analyze the relationship of wellness to personal and professional productivity;

(G) determine personal and professional implications of substance abuse;

(H) demonstrate apparel maintenance and repair skills that enhance appearance in personal and professional settings;

(I) practice leadership skills such as participation in career and technical student organizations; and

(J) demonstrate effective communication skills.

(3) The student demonstrates the skills necessary to enhance personal and career effectiveness in consumer services. The student is expected to:

(A) apply the decision-making process in planning the allocation and use of finances;

(B) use technology to manage resources;

(C) examine sustainable consumer buying techniques that promote effective use of resources;

(D) describe rewards, demands, and future trends in consumer service careers; and

(E) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.

(4) The student demonstrates the skills necessary to enhance personal and career effectiveness in counseling and mental health services. The student is expected to:

(A) identify types of crises;

(B) determine appropriate responses, management strategies, and available technology to meet individual and family needs;

(C) determine effects of crisis on individuals and families;

(D) predict crises typical of various stages of the life cycle;

(E) identify the contributing factors of stress and how those factors impact individuals and relationships;

(F) investigate causes, prevention, and treatment of domestic violence;

(G) describe rewards, demands, and future trends in counseling and mental health services; and

(H) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.

(5) The student demonstrates the skills necessary to enhance personal and career effectiveness in early childhood development and services. The student is expected to:

(A) identify the basic needs of children;

(B) analyze the responsibilities of caregivers for promoting the safety and development of children;

(C) determine developmentally appropriate guidance techniques for children;

(D) investigate causes, preventions, and treatment of child abuse;

(E) describe rewards, demands, and future trends in early childhood development and services; and

(F) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.

(6) The student demonstrates the skills necessary to enhance personal and career effectiveness in family and community services. The student is expected to:

(A) identify the basic functions of the family, including roles and responsibilities;

(B) investigate societal, cultural, demographic, and economic factors affecting the responsibilities of family members;

(C) analyze the multiple roles and responsibilities assumed by individuals within the family;

(D) investigate community service opportunities;

(E) analyze dietary practices across the life span;

(F) explain the impact of nutrition on development, wellness, and productivity over the life span;

(G) prepare nutritious snacks or meals that contribute to wellness and productivity through the life span;

(H) describe rewards, demands, and future trends in family and community services; and

(I) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.

(7) The student demonstrates the skills necessary to enhance personal and career effectiveness in fashion design. The student is expected to:

(A) describe factors influencing apparel selection;

(B) analyze apparel selection practices that accommodate personal needs, including age, lifestyle, special needs, and career;

(C) interpret and use information on apparel care labels;

(D) demonstrate safety practices when using and caring for apparel construction tools and equipment;

(E) demonstrate simple clothing repair and alteration techniques;

(F) describe rewards, demands, and future trends in fashion design; and

(G) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.

(8) The student demonstrates the skills necessary to enhance personal and career effectiveness in interior design. The student is expected to:

(A) describe priorities and needs that influence interior design decisions;

(B) identify the elements and principles of design used in interiors;

(C) describe safe use and care of interior furnishings and equipment;

(D) identify maintenance and safety practices that affect interiors;

(E) discuss cultural, demographic, societal, and economic factors that influence interior design trends;

(F) describe rewards, demands, and future trends in interior design; and

(G) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.

(9) The student demonstrates the skills necessary to enhance personal and career effectiveness in personal care services. The student is expected to:

(A) explore new and emerging technologies that may affect personal care services;

(B) investigate the specific state requirements for licensure in personal care services;

(C) create records, including electronic records, of client services to retrieve personal care client information;

(D) examine different types of media to achieve maximum impact on targeted client populations;

(E) describe rewards, demands, and future trends in personal care services; and

(F) identify employment and entrepreneurial opportunities and preparation requirements in the areas of personal interest.

Source Note: The provisions of this §130.272 adopted to be effective August 28, 2017, 40 TexReg 6601