HERO in Human Service
Grade Level: 11-12
Instructor: Laura Dietle
Prerequisites: Suggested Human Development or Life Management, not required
I. Course Description:
This full year ACE-LIFE academy course will be offered to 11th and 12th grade students and work cooperatively with the Academy English course to provide a more flexible schedule for community classroom. In the course students will study the academic and career readiness skills necessary to enter the human service industry. Students will study and practice personal interaction, health, and emergency jobsite situations. They will become aware of the multiple strategies for dealing with crisis, communication and managing people. Students will employ techniques to safely deal with a wide variety of situations. Students will become aware and prepare for the vast careers in human services. Students will be community classroom placed for work based learning experiences. Both an instructor and industry mentor in the field will supervise students. Job site contracts will employ tech prep community classroom strategies.
II. Instructional and Supplemental Materials:
TBA, but considering the following texts and materials for reference….
Introduction to Human Services by McClam and Wooside
Introduction to Human Services, cases and practices by McClam and Wooside
Advanced CPR and First Aide Procedure, Red Cross
Johnson, Louise et al. Social Welfare: A Response to Human Need.
4th ed. Needham Heights, MA: Allyn and Bacon, 1997. ISBN 0205197299
Mandell, Betty and Barbara Schram. Human Services: An Introduction.
6th ed. New York: Needham Heights, MA: Allyn and Bacon, 2005. ISBN 0205442145
Mehr, Joseph. Human Services: Concepts and Intervention Strategies.
9th ed. Needham Heights, MA: Allyn and Bacon, 2003. ISBN 0205381219
Zastrow, Charles. The Practice of Social Work.
7th ed. Pacific Grove, CA: Brooks/Cole, 2002. ISBN 0534600301
III. Course Outline:
Program Content (not in order of course)
1. Students will be able to identify and manage health and safety situations within a wide variety of human service occupations. They will be able to identify characteristics of a healthy person, symptoms of physical and mental illness, procedural and operational practices for caring for the ill, disabled and elderly, while considering legal and ethical considerations related to health and safety.
(Standards IFH 1., 1.3, 1.7
2. Students will be able to research and evaluate care options for the ill, rehabilitating and convalescent. Students will learn to take accurate personal and family health histories, identify and practice home health care procedures, supplies and equipment. Students will understand the varying needs for minors, legal guardians and age groups. Cultural concerns and connections will be included related to health care.
3. Students will be able to understand a variety of mental wellness conditions and effecting factors that include self-esteem, emotional behaviors, attitudes, and factors that can effect jobsite behaviors. Students will identify, analyze, compare, contrast, simulate and observe on jobsites the following:
Strategies to build self-esteem, self-esteem needs throughout the life cycle, application of principles to theories, positive expression communication strategies anger management conflict resolution, the effect of behavior, health and worksites.
(Standards IFH 2.3, 2.4, 2.8, 2.6, 2.9)
4. Students will be able to define, practice and simulate stressful personal, family and work situations to effectively analyze and reduce stressful situations.
(Standards IFH 3.1,3.2 and 3.3)
5. Students will be able to understand and apply nutrition to human service occupations and job related needs of clients throughout the lifespan and with special dietary concerns and conditions.
6. Students will be able to understand responsible behaviors as applicable to human service industry clients and employees. They will identify healthy behaviors, decision-making strategies, high-risk behaviors, effects of abuse on mental and emotional health, and community resources available to counteract those abuses. Issues around ethics, social and global costs will be researched.
(Standards IFH 5.2, 5.3 5.4, 5.5, 5.6, 5.7, 5.8)
7. Students will be able to identify Manipulative Behavior and Peer Pressure and Managing Peer Pressure along with strategies to prevent manipulation in a variety of work and personal situations
(Standards IFH 6.1, 6.2, 6.3)
8. Students will be able to prevent, understand and care for Communicable and Noncommunicable Infections and Diseases using universal precautions and responsible behaviors in personal and work settings for human service occupations.
(Standards IFH 7.1, 7.2, 7.3, 7.4)
9. Students will study, simulate and evaluate emergency care, preparedness strategies and emergency procedures. Students will investigate and understand family, community and national plans for emergencies and how those agencies and structures work together.
(Standards IFH 8.4, 8.5)
10. Students will understand community and national resources, laws, regulations and strategies to access information.
(Standards IFH 10.1,, 10.2)
11. Students will create a personal skills portfolio to include career and academic skills materials.
12. Students will research, observe and participate in careers Related to Family and Human Services. Students will understand the labor force, skills required, education requirements, salary, benefits, employer's expectations and responsibilities, upward mobility, and entrepreneurship possibilities.
( Standards TES all)
13. Students will understand, practice and evaluate leadership and organizational roles within working teams. Students will participate in Tech Prep community classroom training and community service projects.
(Standards TES 6.1, 6.2 6.3 6.4,6.6,6.7)
Community Classroom experience Matrix example…
The schedule below reflects how the community classroom experience could exist when cooperatively taught between a HERO teacher and English Teacher at grade 11 or 12
2 hours English
2 hours English
2 hours HEROS
2 hours HEROS
IFH = Individual and Family Health standards from Home Economics Careers and Technology Challenge Standards
TES = Transferable and Employability Skills (SCANS)
Bolded Standards indicate a review of standards taught in the Life Management I and Human Development core courses.
IV. Expectations for Student Learning: see within course outline
STUDENT READING COMPONENT:
Students will be expected to read many technical documents and to write objective and subjective documents that are jobsite related. Students will have a text and a case study book for simulations. Students will also have a wide variety of job and industry relevant documents to read, analyze and implement.
V. Instructional Methods:
Instructional methods will include a wide variety of lecture, hands-on projects, service learning, portfolio building, performance, standardized testing, oral presentations and work-based learning. This class will work cooperatively with an academy English course to allow students a community classroom field experience.
VI. Assessment and Evaluations:
Assessments and evaluations will be standardized testing, quizzes, oral presentations, power points, mentor and tech prep work-based evaluations and project based. Whenever possible industry relevant testing will be utilized, such as advanced CPR and First Aide or emergency preparedness materials.
VII. Grading Policy:
Grading based on total accumulated points for each semester.
Standard grading scale will be utilized.
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