Practicum in Human Services
Scope and Sequences
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.
Equipment: None
 
Units of Study Knowledge and Skills Student Expectations Resources

I. Career Planning

A. Resumé

B. Portfolio

C. Pre-employment testing

D. Interview skills

E. Careers in human services

F. Professional organizations
(1) The student analyzes career paths within the human services industries. (B) complete a resumé • CSTIG
• FSW
• LE
• SWW
• Achieve Texas
www.achievetexas.org
• American Association of Family and Consumer Sciences
www.aafcs.org
• Career Clusters
www.careerclusters.org
• The Career Key
www.careerkey.org/asp/career_development/
foundation_skills.asp

• Career Voyages
www.careervoyages.gov
• CollegeGrad.com
www.collegegrad.com
• Computer software used in 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_portfolio.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
(C) create an employment portfolio for use when applying for internships and work-based learning opportunities in human services careers
(D) demonstrate appropriate interviewing skills to seek employment
or job shadowing experiences
(A) review careers within the human services career cluster
(E) analyze the effects of the human services industry on local, state,
national, and global economies
(F) analyze the role of professional organizations in human services
professions

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
(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
• CSTIG
• FSW
• LE
• SWW
• FCCLA www.texasfccla.org
• Mind Tools www.mindtools.com
(B) establish and maintain working relationships with all levels of personnel
(C) propose organizational priorities to ensure quality
(2) The student uses oral and written communication skills and solves problems using critical thinking 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

D. Role playing customer and business relations
(2) The student uses oral and written communication skills and solves problems using critical thinking skills. (A) discuss human services research findings in everyday language keeping instruction at an appropriate level • CSTIG
• FSW
• LE
• SWW
• Customer Service Manager
www.customerservicemanager.com/index.htm
• Mind Tools
www.mindtools.com
(B) practice effective verbal, nonverbal, written, and electronic communication skills
(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
(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
(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

IV. Ethical and Legal Responsibilities

A. Labor laws
1. Discrimination
2. Americans with Disabilities Act
3. Sexual harassment

B. Diversity
(7) The student describes and
observes ethical and legal
responsibilities associated with
providing human services to
assure the best interests of
clients.
(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
www.dol.gov/compliance
• U.S. Equal Employment Opportunity
Commission www.eeoc.gov
(B) model ethical behaviors in the relationship with human services clients such as offering prompt, honest, and 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

B. Functional work environment
1. Flow of work stations
2. Arrangement of equipment
3. Ergonomics

C. Emotionally safe work
1. Diversity
2. Discrimination
3. Sexual harassment
4. Non-threatening environment
(5) The student establishes a
physically and psychologically
healthy environment to inspire
client confidence in services
provided.
(A) identify locations suitable to offer human services safely such as
accessibility to transportation, safety, and security of the location
• FSW
• LE
• SWW
• About.com - Employee Safety
humanresources.about.com/
od/employeesafety
/Employee_Safety_Provide_Safe_Work_Environments
_for_Employees
.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
(B) incorporate a functional work environment, equipment needs, and
required utilities for offering human service
(C) create a psychologically suitable environment such as implementing elements of a non-threatening environment or using social skills needed for a diverse population
(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

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
(3) The student uses business
tools or procedures to create
human services information and
facilitate client interactions.
(A) manage numerical information such as using a calculator to add, subtract, multiply, or divide accurately • CSTIG
• FSW
• LE
• SWW
• Internet 4 Classrooms
www.internet4classrooms.com
• Mind Tools
www.mindtools.com
• Rules of Netiquette
www.associatedcontent.com/article/1043498/10_
best_rules_of_netiquette_.html?cat=15

• Tech & Learning
www.techlearning.com
• Writing Help-Central
www.writinghelp -central.com/how-to-write.html
(B) perform complex calculations accurately
(C) use appropriate electronic resources to access current information
(D) use word-processing, database, spreadsheet, or presentation software to manage data
(E) practice email applications to communicate within a workplace
(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) place orders for customers and supplies using sound business practices

VII. Business Economics

A. Types of economic systems

B. Supply and demand

C. Competition

D. Government involvement

E. Types of business organizations

F. Structures within each business

G. Management of products and services
(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 • FSW
• LE
• SWW
• Economic Basics: Supply & Demand
www.investopedia.com/university
/economics/economics3.asp

• Investopedia - Economic Basics
www.investopedia.com/university/economics
(B) apply principles of planning, design, development, and evaluation to
accomplish long-range goals
(C) implement quality-control systems and practices to ensure quality
products and services

VIII. Portfolio

A. Produce portfolio

B. Present portfolio
(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_portfolio.html
(B) present the portfolio to all interested
stakeholders such as in a slide or
poster presentation
 
Resources
Books
CSTIG Career Studies Teacher’s Instructional Guide, Curriculum Center for FCS, 2001  
FSW From School to Work, Goodheart-Willcox Company, 2006 9781590705599
LE Learning for Earning, Goodheart-Willcox Company, 2006 9781590705513
SWW Succeeding In The World of Work, Glencoe/McGraw-Hill Division, 2003 0078280338
     
Websites
About.com - Employee Safety http://humanresources.about.com/od/employee
Achieve Texas http://www.achievetexas.org
American Association of Family and Consumer Sciences http://www.aafcs.org
Americans with Disabilities Act http://www.ada.gov
Career Clusters http://www.careerclusters.org
Career Voyages http://www.careervoyages.gov
CollegeGrad.com http://www.collegegrad.com
Customer Service Manager http://www.customerservicemanager.com/index.htm
Division of Occupational Health and Safety http://dohs.ors.od.nih.gov/index.htm
Economic Basics: Supply& Demand http://www.investopedia.com/university/economics/economics3.asp
Career Voyages http://www.careervoyages.gov
CollegeGrad.com http://www.collegegrad.com
Customer Service Manager http://www.customerservicemanager.com/index.htm
Division of Occupational Health and Safety http://dohs.ors.od.nih.gov/index.htm
Economic Basics: Supply& Demand http://www.investopedia.com/university/economics/economics3.asp
FCCLA, Texas http://www.texasfccla.org
How to Create a Professional Portfolio http://www.howtodothings.com/education/how-to-create-a-professional-portfolio
Internet 4 Classrooms http://www.internet4classrooms.com
Investopedia - Economic Basics http://www.investopedia.com/university/economics
Job Star http://www.jobstar.org
Kuder http://www.kuder.com
Labor Market and Career Information (LMCI) http://www.lmci.state.tx.us
Mind Tools http://www.mindtools.com
O*Net http://online.onetcenter.org
Occupational Outlook Handbook http://www.bls.gov/oco
OSHA http://www.osha.gov
Quintessential Careers-Portfolios http://www.quintcareers.com/job_search_portfolio.html
Rules of Netiquette http://www.associatedcontent.com/article/1043498/10_best_rules_of_netiquette_.html?cat=15
Teacher Tap http://www.eduscapes.com/tap/topic82.htm
Tech & Learning http://www.techlearning.com
Texas OSCAR http://www.ioscar.org/tx
Texas Work Prep http://www.TexasWorkPrep.com
Texas Workforce Commission http://www.twc.state.tx.us
The Career Key http://www.careerkey.org/asp/career_development/foundation_skills.asp
U.S. Department of Labor http://www.dol.gov/compliance
U.S. Equal Employment Opportunity Commission http://www.eeoc.gov
Vocational Information Center - Skills http://www.khake.com/page2.html
Vocational Information Center - Skills http://www.khake.com/page3.html
Writing Help-Central http://www.writinghelp-central.com/how-to-write.html

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