Scope and Sequence
Cluster:
Human Services
Course Name:
§130.250 Practicum in Human Services (Two to Three Credits).
Course Description:
(1) Practicum in Human Services provides occupationally specific training and focuses on the development of
consumer services, early childhood development and services, counseling and mental health services, and family
and community services careers. Content for Practicum in Human Services is designed to meet the occupational
preparation needs and interests of students and should be based upon the knowledge and skills selected from two
or more courses in a coherent sequence in the human services cluster as well as the essential knowledge and
skills described in subsection (c) of this section for communication, critical thinking, problem solving, information
technology, ethical and legal responsibilities, leadership, teamwork, and entrepreneurship.
(2) Instruction may be delivered through school-based laboratory training or through work-based delivery
arrangements such as cooperative education, mentoring, and job shadowing.
(3) Students are encouraged to participate in extended learning experiences such as career and technical student
organizations and other leadership or extracurricular organizations.
Course Requirements:
This course is recommended for students in Grades 11-12. Students must have access to computers and the
Internet and have access to transportation.
Units of Study
Knowledge and Skills
Student Expectations
Resources
I. Career Planning
A. Resumé
(1) The student analyzes career (B) complete a resumé
paths within the human services (C) create an employment portfolio for
industries.
use when applying for internships and
work-based learning opportunities in
human services careers
• CSTIG
• FSW
B. Portfolio
• LE
• SWW
C. Pre-employment testing
• Achieve Texas
www.achievetexas.org
D. Interview skills
• American Association of Family and
Consumer Sciences www.aafcs.org
This
material in
is ©
and available
Schools
and Texas Regional ESCs.
E. Careers
human
services at no cost or at cost for use by Texas Public School Districts, TEA approved Charter
• Career
Clusters
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
www.careerclusters.org
1
F. Professional organizations
• The Career Key
www.careerkey.org/asp/career_develop
ment/foundation_skills.asp
• Career Voyages
A. Resumé
B. Portfolio
C. Pre-employment
testing
Units
of Study
D. Interview
skills
I. Career
Planning
E. Careers in human services
F. Professional organizations
(1) The student analyzes career
paths within the human services
industries.
Knowledge and Skills
• CSTIG
• FSW
• LE
• SWW
• Achieve Texas
Student Expectations
Resources
www.achievetexas.org
(D) demonstrate appropriate
• American Association of Family and
interviewing skills to seek employment Consumer Sciences www.aafcs.org
or job shadowing experiences
• Career Clusters
www.careerclusters.org
(A) review careers within the human
• The Career Key
services career cluster
www.careerkey.org/asp/career_develop
(E) analyze the effects of the human
ment/foundation_skills.asp
services industry on local, state,
• Career Voyages
national, and global economies
www.careervoyages.gov
•
CollegeGrad.com
(F) analyze the role of professional
www.collegegrad.com
organizations in human services
• Computer software used in
professions
developing a resumé
• Job Star www.jobstar.org
• Kuder www.kuder.com
• Labor Market and Career Information
www.lmci.state.tx.us
• Occupational Outlook Handbook
www.bls.gov/oco
• O*Net online.onetcenter.org
• Quintessential Careers
www.quintcareers.com/job_search_port
folio.html
• Teacher Tap www.eduscapes.com
/tap/topic82.htm
• Texas OSCAR www.ioscar.org/tx
• Texas Work Prep
www.TexasWorkPrep.com
• Vocational Information Center - Skills
www.khake.com/page2.html
www.khake.com/page3.html
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
2
Units of Study
Knowledge and Skills
Student Expectations
(6) The student uses leadership
and teamwork skills in
collaborating with others.
(A) use leadership and teamwork skills
in collaborating with others to
accomplish organizational goals and
objectives
Resources
I. Career
Planning
II.
Leadership
and Teamwork
A. Leadership
1. Styles of leadership
2. Leadership skills
B. Teamwork
C. Employer expectations and
organizational priorities
D. Job performance and
evaluations
E. Job termination
• CSTIG
• FSW
• LE
• SWW
• FCCLA www.texasfccla.org
(B) establish and maintain working
•
relationships with all levels of personnel Mind Tools www.mindtools.com
(C) propose organizational priorities to
ensure quality
(2) The student uses oral and
written communication skills and
solves problems using criticalthinking skills.
(F) consult with colleagues or those
knowledgeable in a field of expertise
when needed to expedite solutions to
problems such as referring a client to
others if the client will be better served
(G) develop client recommendations
using appropriate strategies such as
analyzing client's assets and evaluating
and choosing options for maximum
return and minimum risk
III. Communication Skills
A. Types of effective
communication
B. Customer and client
relationships
C. Problem solving
(2) The student uses oral and
(A) discuss human services research
written communication skills and findings in everyday language keeping
solves problems using criticalinstruction at an appropriate level
thinking skills.
(B) practice effective verbal, nonverbal,
written, and electronic communication
skills
• CSTIG
• FSW
• LE
• SWW
• Customer Service Manager
www.customerservicemanager.com/ind
ex.htm
• Mind Tools www.mindtools.com
D. Role playing customer and
business relations
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Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
3
A. Types of effective
communication
B. Customer and client
relationships
Units of Study
C. Problem solving
I. Career Planning
D. Role playing customer and
business relations
(2) The student uses oral and
written communication skills and
solves problems using criticalthinking skills.
Knowledge and Skills
Student Expectations
(C) use communication skills such as
ability to empathize, motivate, listen
attentively, speak courteously and
respectfully, defuse client's anger or
skepticism, resolve conflicting interests,
and respond to client objections or
complaints to the client's satisfaction
• CSTIG
• FSW
• LE
• SWW
• Customer Service Manager
www.customerservicemanager.com/ind
Resources
ex.htm
• Mind Tools www.mindtools.com
(D) apply client service techniques to
complete transactions such as
managing and defusing objections with
courtesy, persuading the client to agree
with an acceptable transaction,
facilitating client's follow-through with
the transaction, and maintaining client
relationship as client returns for
services and refers others
(E) evaluate client resources versus
product costs and client risk tolerance
level such as evaluating client
resources versus cost, educating client
about most beneficial choices, and
recommending best products, plans, or
services for the client
(8) The student selects and uses
appropriate business procedures
and equipment to produce
satisfying client outcomes and
business success.
(C) respond to client questions
appropriately
(D) advise customers using appropriate
and relevant information
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
4
Units of Study
Knowledge and Skills
Student Expectations
Resources
I. Career
IV.
EthicalPlanning
and Legal Responsibilities
A. Labor laws
1. Discrimination
2. Americans with
Disabilities Act
3. Sexual harassment
(7) The student describes and
observes ethical and legal
responsibilities associated with
providing human services to
assure the best interests of
clients.
B. Diversity
(A) model behaviors that demonstrate
stewardship of client assets such as
providing beneficial help and
suggestions to clients, evaluating when
a client needs an advocate, and
following through with meeting these
needs
• FSW
• LE
• SWW
• Americans with Disabilities Act
www.ada.gov
• Texas Workforce Commission
www.twc.state.tx.us
• U.S. Department of Labor
(B) model ethical behaviors in the
relationship with human services clients www.dol.gov/compliance
• U.S. Equal Employment Opportunity
such as offering prompt, honest, and
Commission www.eeoc.gov
efficient services; protecting clients
from fraud, deceit, or
misrepresentation; immediately
disclosing any conflicts of interest; and
making recommendations for service
based on the preferences and needs of
the client
(C) comply with laws and regulations
related to retail, governmental, or
private services
V. Healthy Work Environment
A. Evaluating the work
environment
(5) The student establishes a
physically and psychologically
healthy environment to inspire
B. Functional work environment client confidence in services
1. Flow of work stations
provided.
2. Arrangement of
equipment
3. Ergonomics
(A) identify locations suitable to offer
human services safely such as
accessibility to transportation, safety,
and security of the location
• CSTIG
• FSW
• LE
• SWW
• About.com - Employee Safety
(B) incorporate a functional work
humanresources.about.com/od/employ
environment, equipment needs, and
ee
required utilities for offering human
safety/Employee_Safety_Provide_Safe
services
_Work_Environments_for_Employees.
C. Emotionally safe work
htm
environment
• Division of Occupational Health and
1. Diversity
Safety dohs.ors.od.nih.gov/index.htm
2. Discrimination
• OSHA www.osha.gov
3. Sexual harassment
• U.S. Department of Labor
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
4. Non-threatening
www.dol.gov/compliance
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
environment
5
B. Functional work environment client confidence in services
1. Flow of work stations
provided.
2. Arrangement of
equipment
3. Ergonomics
Units of Study
C. Emotionally safe work
environment
I. Career
Planning
1. Diversity
2. Discrimination
3. Sexual harassment
4. Non-threatening
environment
Knowledge and Skills
Student Expectations
(C) create a psychologically suitable
environment such as implementing
elements of a non-threatening
environment or using social skills
needed for a diverse population
• SWW
• About.com - Employee Safety
humanresources.about.com/od/employ
ee
safety/Employee_Safety_Provide_Safe
_Work_Environments_for_Employees.
Resources
htm
• Division of Occupational Health and
Safety dohs.ors.od.nih.gov/index.htm
• OSHA www.osha.gov
• U.S. Department of Labor
www.dol.gov/compliance
(D) employ emergency procedures as
necessary to provide aid in workplace
accidents
(E) employ knowledge of response
techniques to create a disaster and
emergency response plan
VI. Business Tools, Equipment, and Procedures
A. Correct use of tools and
equipment
1. Calculator
2. Computer; software
3. Job-specific tools and
equipment
(3) The student uses business
tools or procedures to create
human services information and
facilitate client interactions.
(A) manage numerical information such • CSTIG
as using a calculator to add, subtract, • FSW
multiply, or divide accurately
• LE
• SWW
(B) perform complex calculations
• Internet 4 Classrooms
accurately
www.internet4classrooms.com
(C) use appropriate electronic
• Mind Tools www.mindtools.com
resources to access current information • Rules of Netiquette
www.associatedcontent.com/article/104
3498/10_best_rules_of_netiquette_.ht
(D) use word-processing, database,
ml?cat=15
spreadsheet, or presentation software
• Tech & Learning
to manage data
www.techlearning.com
(E) practice email applications to
• Writing Help-Central www.writinghelp
communicate within a workplace
-central.com/how-to-write.html
(F) use specialized software to prepare
needed documents accurately
(8) The student selects and uses
appropriate business procedures
and equipment to produce
satisfying client outcomes and
business success.
(A) manage funds using appropriate
technology
B. Business procedures and
documents
1. Letters, reports, memos,
ledgers, and media
presentations
2. Orders and billing
3. Files
C. Communication tools
1. E-mail
2. Telephone
3. Video and teleconference
4. Internet
5. Headsets
6. E-commerce
(B) place orders for customers and
supplies using sound business
practices
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
6
Units of Study
Knowledge and Skills
Student Expectations
(4) The student identifies how
key organizational systems affect
organizational performance and
the quality of products and
services.
(A) examine global context and all
aspects of industries and careers
Resources
I. Career
Planning
VII.
Business
Economics
A. Types of economic systems
B. Supply and demand
C. Competition
D. Government involvement
E. Types of business
organizations
• FSW
• LE
•
(B) apply principles of planning, design, SWW
• Economic Basics: Supply & Demand
development, and evaluation to
www.investopedia.com/university/econ
accomplish long-range goals
omics/economics3.asp
(C) implement quality-control systems • Investopedia - Economic Basics
and practices to ensure quality
www.investopedia.com/university/econ
products and services
omics
F. Structures within each
business
G. Management of products
and services
VIII. Portfolio
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
7
Units of Study
Knowledge and Skills
Student Expectations
Resources
A. Produce
portfolio
I. Career
Planning
(9) The student documents
technical knowledge and skills.
(A) update a professional portfolio to
include
(i) attainment of technical skill
competencies
(ii) licensures or certifications
(iii) recognitions, awards, and
scholarships
(iv) extended learning experiences
such as community service and active
participation in career and technical
student organizations and professional
organizations
(v) abstract of key points of the
practicum
(vi) resumé
(vii) samples of work
(viii) evaluation from the practicum
supervisor
• FSW
• LE
• SWW
• How to Create a Professional
Portfolio
www.howtodothings.com/education
/how-to-create-a-professional-portfolio
• Quintessential Careers-Portfolios
www.quintcareers.com/job_search_port
folio.html
B. Present portfolio
(B) present the portfolio to all interested
stakeholders such as in a slide or
poster presentation
Resources: Books
CSTIG
FSW
LE
SWW
Career Studies Teacher’s Instructional Guide, Curriculum Center for FCS, 2001
From School to Work, Goodheart-Willcox Company, 2006
Learning for Earning, Goodheart-Willcox Company, 2006
Succeeding In The World of Work, Glencoe/McGraw-Hill Division, 2003
9781590705599
9781590705513
0078280338
Resources: Web Sites
About.com - Employee Safety
Achieve Texas
American Association of Family
and Consumer Sciences
http://humanresources.about.com/od/employee
safety/Employee_Safety_Provide_Safe_Work_Environments_for_Employees.htm
www.achievetexas.org
www.aafcs.org
Americans with Disabilities Act
Career Clusters
www.ada.gov
www.careerclusters.org
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
8
Units of Study
Knowledge and Skills
Student Expectations
Resources
Career
Voyages
I. Career
Planning
CollegeGrad.com
Customer Service Manager
Division of Occupational Health
and Safety
www.careervoyages.gov
www.collegegrad.com
www.customerservicemanager.com/index.htm
http://dohs.ors.od.nih.gov/index.htm
Economic Basics: Supply &
Demand
www.investopedia.com/university/economics/economics3.asp
FCCLA, Texas
How to Create a Professional
Portfolio
www.texasfccla.org
www.howtodothings.com/education/how-to-create-a-professional-portfolio
Internet 4 Classrooms
Investopedia - Economic Basics
Job Star
Kuder
Labor Market and Career
Information (LMCI)
www.internet4classrooms.com
www.investopedia.com/university/economics
www.jobstar.org
www.kuder.com
www.lmci.state.tx.us
Mind Tools
O*Net
Occupational Outlook Handbook
OSHA
Quintessential Careers-Portfolios
Rules of Netiquette
Teacher Tap
Tech & Learning
Texas OSCAR
Texas Work Prep
Texas Workforce Commission
The Career Key
U.S. Department of Labor
U.S. Equal Employment
Opportunity Commission
www.mindtools.com
http://online.onetcenter.org
www.bls.gov/oco
www.osha.gov
www.quintcareers.com/job_search_portfolio.html
www.associatedcontent.com/article/1043498/10_best_rules_of_netiquette_.html?cat=15
www.eduscapes.com/tap/topic82.htm
www.techlearning.com
www.ioscar.org/tx
www.TexasWorkPrep.com
www.twc.state.tx.us
www.careerkey.org/asp/career_development/foundation_skills.asp
www.dol.gov/compliance
www.eeoc.gov
Vocational Information Center Skills
www.khake.com/page2.html
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
9
Units of Study
Knowledge and Skills
Student Expectations
Vocational
Information Center I. Career Planning
Skills
www.khake.com/page3.html
Writing Help-Central
www.writinghelp-central.com/how-to-write.html
Resources
This material is © and available at no cost or at cost for use by Texas Public School Districts, TEA approved Charter Schools and Texas Regional ESCs.
Others interested in use of these materials, please contact: copyrights@tea.state.tx.us
10