2014 – 2015
Florida Department of Education
Curriculum Framework 

Program Title:	Family Health Support Worker-ATD
Program Type:	ATD (Applied Technology Diploma)
Career Cluster:	Human Services 

	CC	PSAV	
Program Number	N/A 	H170205	
CIP Number	0351150300	0351150301	
Grade Level	Applied Technology Diploma (ATD)	30, 31	
Standard Length	21 credit hours 	630 credit hours	
CTSO	HOSA	HOSA	
SOC Codes (all applicable) 	21-1094  Community Health Worker
31-9099 Health Care Support Workers, All Other	21-1094  Community Health Worker
31-9099 Health Care Support Worker, All Other	
Targeted Occupation List	http://www.labormarketinfo.com/wec/TargetOccupationList.htm	
Perkins Technical Skill Attainment Inventory	http://www.fldoe.org/workforce/perkins/perkins_resources.asp 	
Basic Skills Level:	N/A	Reading:	10
Mathematics	10
Language:	10	

Purpose

This program offers a sequence of courses that provides coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in the Human Services career cluster; provides technical skill proficiency, and includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, technical skills, and occupation-specific skills, and knowledge of all aspects of the Human Services career cluster. 

The content includes, but is not limited to, human relations and interpersonal skills; maternal and child health; infant and child development; basic health education; caregiver-child relationship, client interview and intake; goal setting and achievement; coordination of services; interdisciplinary human services roles and functions; and referrals, resources and eligibility.  The Health Science Core must be taken by all students (secondary, postsecondary adult and postsecondary vocational) planning to complete any health occupations program.  Once successfully completed, the core does not need to be repeated at any instructional level.

Additional Information relevant to this Career and Technical Education (CTE) program is provided at the end of this document.

Program Structure

This program is an Applied Technology Diploma (ATD) program that is part of a technical degree program, is less than 60 credit hours, and leads to employment in a specific occupation.  An ATD program may consist of either technical credit or college credit.  A public school district may offer an ATD program only as technical credit, with college credit awarded to a student upon articulation to a community college.

PSAV Program

When offered at the district level, this program is a planned sequence of instruction consisting of two occupational completion points and the courses as shown below. 

OCP	Course Number	Course Title	Length	SOC Code	
A
	HUS0090	Human Services Core 	90 hours	31-9099
	
	PRN0122	Family Health Support Worker 1	270 hours		
B	PRN0123	Family Health Support Worker 2	270 hours	31-9099	

College Credit

When offered at the community college level, this ATD program is part of the Human Services AS program (1351150400) and has a program length of 21 credits.

Standards

After successfully completing this program, the student will be able to perform the following:

Human Services Core:  The Human Services Core is a core of basic knowledge necessary for any Human Services career.  Students who have previously completed the Human Services Careers Core or any other health occupations program do not have to repeat standards 01-09.

01.0	Demonstrate knowledge of the human services delivery system and human services occupations.
02.0	Demonstrate the ability to communicate and use interpersonal skills effectively. 
03.0	Demonstrate legal and ethical responsibilities.
04.0	Demonstrate an understanding of and apply wellness and disease concepts.  
05.0	Recognize and practice safety and security procedures.  
06.0	Demonstrate an understanding of information technology applications in human services.
07.0	Demonstrate employability skills. 
08.0	Demonstrate knowledge of blood borne diseases, including HIV/AIDS.
09.0	Apply basic math and science skills. 
10.0	Establish and maintain a relationship with the family.
11.0	Assess family needs, strengths, and resources.
12.0	Assist families in goal setting and achievement.
13.0	Educate families.
14.0	Establish family support system.
15.0	Facilitate access to services.
16.0	Maintain agency documentation and adhere to program/employer policy, procedures, and guidelines.
17.0	Facilitate program transition.
18.0	Participate in education/training.
19.0	Assess the needs of the child/children.
20.0	Assess the needs of the mother/caregiver/family.
21.0	Based on needs and goals, educate and role model behaviors that support infant and child development ages 0 to 5.
22.0	Based on needs and goals, educate and role model behaviors that support maternal and child health.
23.0	Provide basic health education to families.

2014 – 2015
Florida Department of Education
Student Performance Standards

Program Title:	Family Health Support Worker
PSAV Number:	H170205

When this program is offered at the PSAV level, the following organization of courses, standards, and benchmarks apply.

PSAV Course Number:  HUS0090
Occupational Completion Point:  A 
Healthcare Support Worker – 90 Hours – SOC Code 31-9099 	
01.0	Demonstrate knowledge of the human services delivery system and human services occupations – the student will be able to:	
01.01	Identify the basic components of the human services delivery system including public, private, government and non-profit.	
01.02	Identify common methods of payment for human services.	
01.03	Describe the various types of human services providers and the range of services available including resources to victims of domestic violence and family violence. 	
01.04	Describe the composition and functions of a human services team. 	
01.05	Identify the general roles and responsibilities of the individual members of the human services team. 	
01.06	Identify the roles and responsibilities of the client within the human services delivery system. 	
01.07	Identify characteristics of effective teams. 	
01.08	Recognize methods for building positive team relationships.	
01.09	Analyze attributes and attitudes of an effective leader. 	
01.10	Recognize factors and situations that may lead to conflict.	
01.11	Demonstrate effective techniques for managing team conflict. 	
01.12	Describe factors that influence the current delivery system of human /social services.	
01.13	Explain the impact of emerging issues including technology, bioethics and socioeconomics on human services delivery systems. 	
02.0	Demonstrate the ability to communicate and use interpersonal skills effectively – the student will be able to:	
02.01	Develop basic communication and active listening skills.	
02.02	Develop basic observational skills and related documentation strategies in written and oral form.	
02.03	Identify characteristics of successful and unsuccessful communication including client resistance.	
02.04	Respond effectively to verbal and non-verbal cues. 	
02.05	Compose written communication using correct spelling, grammar, formatting and confidentiality. 	
02.06	Use appropriate technical terminology and abbreviations. 	
02.07	Recognize the importance of courtesy and respect for clients and other human services workers and maintain good interpersonal relationships. 	
02.08	Recognize the importance of client educations regarding rendering of services.	
02.09	Adapt communication skills to varied levels of understanding and cultural orientation including diverse age, cultural, economic, sexual orientation, ethnic and religious groups. 	
02.10	Recognize elements of communication using a sender-receiver model. 	
02.11	Distinguish between and report subjective and objective information. 	
02.12	Report relevant information in order of occurrence. 	
03.0	Demonstrate legal and ethical responsibilities – the student will be able to:	
03.01	Discuss the legal framework of the human services occupations including scope of practice legislation.	
03.02	Explain practices that could results in malpractice, liability and/or negligence. 	
03.03	Demonstrate procedures for accurate documentation and record keeping. 	
03.04	Interpret agency/facility policy and procedures. 	
03.05	Explain the “Patient’s Bill of Rights”.	
03.06	Identify standards of the Health Insurance Portability and Accountability Act (HIPAA).	
03.07	Describe informed consent. 	
03.08	Explain the laws governing harassment, labor and employment. 	
03.09	Differentiate between legal and ethical issues in human services.	
03.10	Describe a code of ethics consistent with the human services occupation. 	
03.11	Identify and compare personal, professional, and organizational ethics. 	
03.12	Recognize the limits of authority and responsibility of human service workers. 	
03.13	Recognize and report illegal and/or unethical practices of human services workers. 	
03.14	Recognize and report abuse including child abuse, elderly abuse, domestic violence and neglect. 	
04.0	Demonstrate an understanding of and apply wellness and disease concepts – the student will be able to:	
04.01	Identify psychological reactions to illness including defense mechanisms. 	
04.02	Identify complementary and alternative health practices. 	
04.03	Discuss the adverse effects of the use of alcohol, illegal drugs, steroids and other high-risk behaviors on the human body. 	
04.04	Explain the basic concepts of positive self-image, wellness, and stress. 	
04.05	Develop a wellness and stress control plan that can be used in personal and professional life. 	
04.06	Recognize the steps in the grief process. 	
05.0	Recognize and practice safety and security procedures – the student will be able to:	
05.01	Recognize safe and unsafe working conditions and report safety hazards. 	
05.02	Demonstrate personal safety procedures based on Occupations Safety and Health Administration (OSHA) and Centers for Disease Control (CDC) regulations (including standard precautions. 	
05.03	Describe fire, safety, disaster and evacuations procedures. 	
05.04	Discuss The Joint Commission (JCAHO) patient safety goals (www.jcaho.org).	
05.05	Recognize adverse drug related emergencies. 	
05.06	Describe legal parameters relating to the administration of emergency care. 	
06.0	Demonstrate an understanding of information technology applications in healthcare – the student will be able to:	
06.01	Describe the uses of computers in human services	
06.02	Define terms and demonstrate basic computer skills. 	
06.03	Recognize technology applications in human services	
06.04	Interpret information from electronic documents. 	
06.05	Identify methods of communication to access and distribute data such as fax, e-mail and internet. 	
07.0	Demonstrate employability skills – the student will be able to:	
07.01	Identify personal traits or attitudes desirable in a member of the Human Services team. 	
07.02	Define basic professional standards of human services workers as they apply to dress, language, informed consent, confidentiality and behavior (i.e. courtesy and self-introductions).	
07.03	Identify documents that may be required when applying for a job. 	
07.04	Write an appropriate resume. 	
07.05	Conduct a job search. 	
07.06	Complete a job application form correctly.	
07.07	Demonstrate competence in job interview techniques. 	
07.08	Recognize levels of education, credentialing requirements, employment opportunities, workplace environments and career growth potential. 	
07.09	Identify acceptable work habits. 	
07.10	Recognize appropriate professional behavior. 	
07.11	Compare careers within the human services career pathways. 	
08.0	Demonstrate knowledge of blood borne diseases, including HIV/AIDS – the student will be able to:	
08.01	Recognize emerging diseases and disorders.	
08.02	Distinguish between fact and fallacy about the transmission and treatment of diseases caused by blood borne pathogens including Hepatitis B.	
08.03	Identify community resources and services available to the individuals with diseases caused by blood borne pathogens.	
08.04	Identify "at risk" behaviors which promote the spread of diseases caused by blood borne pathogens and the public education necessary to combat the spread of these diseases.	
08.05	Demonstrate knowledge of the legal aspects of HIV/AIDS, including testing.	
09.0	Apply basic math and science skills – the student will be able to:	
09.01	Draw, read, and report on graphs, charts and tables.	
09.02	Measure time, temperature, distance, capacity, and mass/weight.	
09.03	Demonstrate ability to evaluate and draw conclusions.	
09.04	Organize and communicate the results obtained by observation and experimentation.	
09.05	Ask appropriate scientific questions and recognize what is involved in experimental approaches to the solution of such questions.	
09.06	Calculate ratios.	
PSAV Course Number:  PRN0122
Occupational Completion Point:  B 
Healthcare Support Worker – 270 Hours – SOC Code 31-9099 	
Family Health Support Worker-Completion of the following competencies provides the remainder of the knowledge and skills required to be a Family Health Support Worker.	
10.0	Establish and maintain a relationship with the family – the student will be able to:	
10.01	Reflect on and describe feelings and insights about personal family experiences and recognize the personal impact of these experiences.	
10.02	Differentiate personal values and perceptions from those of client families.	
10.03	Describe the key concepts of the ecological model of the family as the basis for the family-centered approach to social services.	
10.04	Describe how families function and interact from a systems theory perspective.	
10.05	Define the roles of families and the range of roles among family members.	
10.06	Recognize and distinguish the range of permutations within a family system.	
10.07	Identify family roles that are helpful or problematic for the child.	
10.08	Show compassion, kindness, and unconditional regard for all family members.	
10.09	Interact with family members within appropriate professional boundaries.	
10.10	Show cultural sensitivity when interacting with family members.	
10.11	Demonstrate personal integrity when interacting with family members.	
10.12	Follow agency regulations related to family interactions including appropriate disclosure and confidentiality.	
10.13	Interact with family members using the following skills: communication skills (verbal, non-verbal, listening, etc.), customer service skills, telephone skills, follow-up & follow through skills.	
10.14	Perform duties using the following skills:  observation skills, problem-solving skills, decision-making skills.	
10.15	Demonstrate the following when interacting with family members: stress management skills, family empowerment skills (self-awareness, self-sufficiency, independence), goal-setting skills.	
10.16	Describe the benefits of empowerment and ways to empower families.	
10.17	Recognize the positive and negative consequences to giving help to families.	
10.18	Describe family-centered practice and the underlying assumptions about the approaches used in family-centered practice.	
10.19	Provide family-centered care and family-directed services.	
11.0	According to the level of the position, assess family needs, strengths, and resources – the student will be able to:	
11.01	Describe typical methods used for assessment and screening.	
11.02	Describe common errors in collection and misinterpretation of assessment finding.	
11.03	Describe the Do’s and Don’ts for collecting assessment and screening information.	
11.04	Recognize, describe, and communicate observations of families that represent a variety of constellations.	
11.05	Recognize, describe, and communicate potential risks for children who live in families where substance abuse, violence, and other dysfunctions occur.	
11.06	Recognize and describe typical adaptive behaviors observed in family members experiencing maternal and child services related problems.	
11.07	Identify the extent of the incidence of child maltreatment in the state and the nation.	
11.08	Describe the impacts and effects of child abuse and neglect according to Florida law.	
11.09	Identify the most common physical and behavioral indicators of physical abuse, sexual abuse, emotional maltreatment, and neglect.	
11.10	Identify the factors, multiple forces, and most common causes for child abuse and neglect.	
11.11	Identify the characteristics of abusers.	
11.12	Describe physical abuse, physical neglect, sexual abuse, and emotional maltreatment as defined by Florida law.	
11.13	Describe state and local guidelines and procedures for reporting child abuse and neglect.	
11.14	Demonstrate (in a simulation) reporting evidence of suspected child abuse and neglect.	
11.15	Review the referral and related documents.	
11.16	Review the purpose and steps of a successful home visit.	
11.17	Arrange for language interpreters.	
11.18	Schedule initial visit with family.	
11.19	Engage in personal safety behaviors related to home visiting.	
11.20	Conduct family visit.	
11.21	Explain program benefits, policies, and procedures.	
11.22	Assess family’s immediate environment.	
11.23	Assess family living conditions.	
11.24	Assess household for safety hazards.	
11.25	Assess family dynamics and strengths.	
11.26	Assess family’s nutritional needs.	
11.27	Assess need for crisis intervention.	
11.28	Assess risk for family abuse.	
11.29	Assess risk for substance abuse.	
11.30	Identify and report child abuse and neglect in accordance with state regulations.	
11.31	Use standard measurement tools to assess gross head-to-toe physical growth, nutritional status, developmental milestones, and sensory development.	
11.32	Determine caregiver’s employment status.	
11.33	Determine family’s financial status.	
11.34	Assess family’s housing stability (permanency in home; homelessness).	
11.35	Determine childcare needs.	
11.36	Determine family’s transportation needs.	
11.37	Develop home visit schedule.	
11.38	Provide family-centered care and family-directed services.	
11.39	Recognize when to take appropriate action in crisis situations.	
12.0	Assist families in goal setting and achievement – the student will be able to:	
12.01	Explain purpose of goal setting (e.g., share sample plan).	
12.02	Explore family values/traditions.	
12.03	Explore family goals/dreams.	
12.04	Prioritize family goals.	
12.05	Assist family in writing support plan with measurable goals.	
12.06	Review plan with family.	
12.07	Monitor implementation of family plan (ongoing basis)	
12.08	Update plan periodically.	
12.09	Update plan according to program/agency standards.	
12.10	Provide family-centered care and family-directed services.	
13.0	Educate families – the student will be able to:	
13.01	Provide an overview of adult learning principles and strategies.	
13.02	Assess learner readiness.	
13.03	Recognize and adapt materials, information, and methods to address individual or family needs.	
13.04	Use role-playing modeling and demonstration techniques.	
13.05	Identify the target of the intervention or visit.	
13.06	Measure effectiveness and progress in the teaching/learning experience.	
13.07	Provide agency materials in foreign languages.	
13.08	Distribute and review program and related literature.	
13.09	Inform families about local resources (e.g., libraries).	
13.10	Provide families opportunities to attend group training, workshops, and support groups.	
13.11	Provide educational experiences to families.	
13.12	Educate families regarding available community agencies.	
13.13	Educate families in how to advocate for themselves within systems.	
14.0	Establish family support system – the student will be able to:	
14.01	Assess support provided by family members and friends.	
14.02	Determine availability of neighborhood support.	
14.03	Identify faith-based affiliations.	
14.04	Determine family advocate(s).	
14.05	Assist family with childcare.	
14.06	Assist with family transportation needs.	
14.07	Inform families of recreational opportunities.	
14.08	Refer families to support groups (e.g., parenting and substance abuse).	
14.09	Facilitate participation in needed services.	
15.0	Facilitate access to services – the student will be able to:	
15.01	Describe typical or traditional programs and how they operate.	
15.02	Secure caregiver’s authorization for release of information.	
15.03	Identify agencies currently involved with family (e.g., ask, call, and listen).	
15.04	If appropriate, investigate databases (child protection, Medicaid, and agencies) for family involvement in agency programs.	
15.05	Determine role of each agency and representatives.	
15.06	Participate in interagency staffing(s), when appropriate.	
15.07	Participate in multi-disciplinary staffing(s), when appropriate.	
15.08	Determine if agency/provider service is needed by family.	
15.09	Identify local community resources that provide help for the abused and the abuser.	
15.10	Identify new community resources.	
15.11	Track lost clients.	
15.12	Participate in health fairs to facilitate health awareness and to promote program services.	
15.13	Ensure families are included in meetings related to decisions regarding family care, where appropriate.	
16.0	Maintain agency documentation and adhere to program/employer policy, procedures, and guidelines – the student will be able to:	
16.01	Document receipt of referral application.	
16.02	Record attempts to contact family.	
16.03	Document home visits and interactions with family.	
16.04	Record home visits and family observations.	
16.05	Record contacts with other agencies (e.g., appointments).	
16.06	Complete agency specific forms (e.g., health records).	
16.07	Document referrals and outcomes.	
16.08	Record family plan activities.	
16.09	Document family demographic changes.	
16.10	Prepare travel, time, and billing reports.	
16.11	Record supervision and consultation time.	
16.12	Process correspondence (e.g., email, phone, fax).	
16.13	Implement program and employer policy, procedures, and guidelines.	
16.14	Document program quality assurance measures.	
16.15	Follow record keeping procedures with emphasis on accuracy, legal issues, and privacy and confidentiality.	
16.16	Wear attire in accordance with program/employer policies and guidelines.	
PSAV Course Number:  PRN0123
Occupational Completion Point:  B 
Healthcare Support Worker – 270 Hours – SOC Code 31-9099	
17.0	Facilitate program transition – the student will be able to:	
17.01	Evaluate status of family.	
17.02	Discuss transition with family.	
17.03	Schedule transition meeting.	
17.04	Participate in transition meeting.	
17.05	Prepare transition paperwork (e.g., consent for information release).	
17.06	Recommend change in family services (e.g., level, intensity, types).	
17.07	Assess needs for future services.	
17.08	Link families to selected agencies.	
17.09	Transfer cases to different locations (e.g. counties, states).	
17.10	Terminate agency services to family.	
18.0	Participate in education/training – the student will be able to:	
18.01	Participate in agency conference, workshops, and retreats.	
18.02	Engage in case studies, role play, shadowing, and other practicum experiences on a regular basis.	
18.03	Serve on community agency boards.	
18.04	Network with agency representatives.	
18.05	Review agency curriculum materials.	
18.06	Review agency policy and procedure.	
18.07	Participate in job shadowing.	
18.08	Obtain and maintain certification (e.g., CEUs, contact hours).	
18.09	Conduct in-service training.	
18.10	Use library and internet as an information seeking tools	
18.11	Access and critically review and evaluate literature for family health and safety issues.	
19.0	According to the level of the position, describe, recognize, and communicate observations of the developmental and health needs of the child/children – the student will be able to:	
19.01	Describe the stages of pregnancy and fetal development, including the dating of events such as quickening and kick counts.	
19.02	Describe the first trimester of pregnancy and the critical influences on development.	
19.03	Describe the genetic, environmental, social, sensory, and health influences on child development.	
19.04	Demonstrate knowledge of the needs of infants and children in terms of cognitive (mental), emotional, and social development in the neonatal, infant, toddler, and early childhood periods.	
19.05	Describe and recognize social and emotional issues that may occur in young children such as bonding and attachment disorders, behavioral problems, and self-esteem issues.	
19.06	Describe a nurturing and protective environment for children.	
19.07	Describe the effect of prenatal care on the development of children.	
19.08	Describe appropriate physical care of children.	
19.09	Describe a safe and healthy environment for children.	
19.10	Describe common childhood illnesses and accidents.	
19.11	Describe procedures for the ill or injured child.	
19.12	Assess the mental needs of the child/children.	
19.13	Assess the emotional needs of the child/children.	
19.14	Assess the social needs of the child/children.	
19.15	Assess the nutritional needs of the child/children.	
19.16	Assess the medical/physical needs of the child/children.	
19.17	Assess mother/caregiver/family-child relationship.	
20.0	According to the level of the position, describe, recognize, and communicate observations of the needs of the mother/caregiver/family – the student will be able to:	
20.01	Examine personal attitudes and beliefs regarding sexuality.	
20.02	Obtain sexual history in comfortable non-judgmental manner.	
20.03	Demonstrate knowledge of the male and female reproductive systems and associated vocabulary.	
20.04	Recognize the influence of hormones and personal history on emotions associated with sexuality.	
20.05	Demonstrate understanding of the range of STI’s and how they are spread.	
20.06	Recognize that both sexual partners require treatment in cases of STI and HIV.	
20.07	Describe and recognize environmental risk factors (such as well water, cats, lead) that threaten pregnancy outcomes.	
20.08	Describe and recognize maternal behaviors risk factors (such as use of alcohol, tobacco, drugs, and over-the-counter medications) that threaten pregnancy outcomes.	
20.09	Describe and recognize medical risk factors (such as stress, hypertension, diabetes, bleeding, and violence) that threaten pregnancy outcomes.	
20.10	Recognize risk factors that are serious enough (e.g. no menses) to be reported or referred to a care provider	
20.11	Describe and recognize common complaints and problems associated with pregnancy.	
20.12	Describe and recognize red flags associated with pregnancy such as pregnancy denial, abortion issues, bleeding.	
20.13	Describe and recognize nutritional needs before, during, and after pregnancy.	
20.14	Describe and recognize healthy prenatal practices and care.	
20.15	Assess educational needs of the mother/caregiver/family.	
20.16	Assess emotional needs of the mother/caregiver/family.	
20.17	Assess social needs of the mother/caregiver/family.	
20.18	Describe the labor and delivery experience including the signs of labor, types of delivery, and the birth plan.	
20.19	Describe behaviors and attitudes that promote maternal-child bonding.	
20.20	Describe and recognize successful and unsuccessful adaptations during the postnatal period for the mother such as postpartum blues, depression, bleeding, fever, pain.	
20.21	Describe and recognize successful and unsuccessful adaptations during the postnatal period for the infant such as physical appearance, changes in appearance, jaundice, and cord care.	
20.22	Prepare for the unanticipated such as grief and loss.	
20.23	Describe and recognize the emotional and other typical responses to grief by the mother/caregiver, family, and friends.	
20.24	Describe the fetal and infant mortality review process (FMR) and community resources available for the grieving family.	
20.25	Describe and recognize conceptual health attitudes and need for care.	
20.26	Describe the advantages of spacing pregnancies.	
20.27	Describe values and views regarding family planning.	
20.28	Describe common myths surrounding family planning and describe family planning options.	
20.29	Describe community services and programs that support family planning.	
21.0	Based on needs and goals, educate and model behaviors that promote infant and child development ages 0 to 5, in consideration of cultural practices – the student will be able to:	
21.01	Describe why the first five years of life is so important to the health and well- being of a child.	
21.02	Describe the events and early experiences that are needed for optimal brain development in the neonatal, infant, toddler, and early childhood periods.	
21.03	Describe and recognize the timing, ranges, ages, and stages of important developmental events.	
21.04	Explain the impact of crisis situations on children and ways of coping with divorce, death, separation, sibling rivalry, child abuse and other crises.	
21.05	Reflect on and discuss feelings and insights about personal experiences and influences associated with parenting.	
21.06	Model ways to help children express emotions.	
21.07	Model ways to create an enriched environment for children.	
21.08	Identify the complexity of resource management in various family structures as it relates to children.	
21.09	Model ways in which parents and other family members can help children understand decision-making.	
21.10	Describe cultural and social influences on parenting roles, parenting skills, and child discipline.	
21.11	Describe and recognize the following on parenting roles and skills:  age and maturity, social and antisocial behaviors, addictive behaviors.	
21.12	Facilitate mother/caregiver/family-child interaction activities related to child development.	
21.13	Describe and recognize normal healthy child behaviors that parents may interpret negatively.	
21.14	Use observed behaviors and emergence of normal developmental events to model positive parenting practices and behaviors.	
21.15	Use observed behaviors to model anticipatory guidance and parenting skills.	
21.16	Use normal developmental events as touch points to teach parents supportive parenting skills.	
21.17	Describe and recognize parent contributions and child contributions to parent-child interactions.	
21.18	Recognize the strengths and weaknesses of parent-child interactions in the observed family.	
21.19	Assess parental sensitivity and adaptability to cues of distress.	
21.20	Provide and demonstrate the use of age-appropriate materials to mother/caregiver/family (e.g., toys, books, puzzles, equipment).	
21.21	Promote family literacy and school readiness using approved curriculum.	
21.22	Model positive behavioral supports to address undesirable child behaviors.	
21.23	Assess environmental influences that effect undesirable behavior.	
21.24	Identify positive ways to reinforce desirable behavior.	
21.25	Provide counseling and teaching when appropriate avoiding quick judgments and personal bias.	
21.26	Evaluate discipline techniques that are age appropriate.	
21.27	Demonstrate positive parenting skills to utilize at different stages of development.	
21.28	Demonstrate discipline, punishment, and guidance appropriate to development stages.	
21.29	Describe the process of developing self-discipline in children.	
21.30	Describe the importance of helping children follow established routines.	
21.31	Describe responsible behavior in children at different development stages.	
21.32	Describe and model acceptable methods of guidance to modify behavior in a child.	
21.33	Describe and model positive parental care at different developmental stages.	
21.34	Describe ways time, space, money, energy and other resources impact relationships.	
21.35	Describe and model ways in which parents can help children relate to a wide variety of people.	
21.36	Describe and model ways in which parents can help children deal with conflicts in relationships.	
21.37	Describe the role of communication in a child’s development.	
21.38	Discuss the importance of openness and truthfulness in parent/child communications.	
21.39	Recognize and describe inhibitors to open communication between parent and child.	
21.40	Recognize when to refer client to a care provider.	
22.0	Based on needs and goals, educate and model behaviors that promote maternal and child health, in consideration of cultural practices – the student will be able to:	
22.01	Describe and recognize common health problems of infancy and early childhood by organ system, by infections disease, and in terms of vision and hearing.	
22.02	Model behaviors that promote health and disease prevention including daily care, back to sleep, infectious disease risk, immunization schedules, environmental toxins and poisoning, and physical activity.	
22.03	Model behaviors that promote safe and nurturing environments including home safety, food safety, car seat safety, injury prevention, swimming pool safety, handgun safety, shaken baby syndrome, and violence in the home.	
22.04	Model behaviors that promote dental care and oral hygiene.	
22.05	Describe and recognize the cultural, societal, parental, and developmental influences on child eating and nutrition.	
22.06	Describe and recognize the nutritional requirements of infants and children.	
22.07	Identify over and under nutrition issues.	
22.08	Model behaviors for planning and preparation of nutritious snacks and meals for infants to age 5.	
22.09	Identify and describe foods that are potentially dangerous for young children’s consumption.	
22.10	Demonstrate techniques to encourage positive food choices and good eating habits for toddlers.	
22.11	Model age appropriate nutrition education activities.	
22.12	Demonstrate knowledge of the needs of mothers in terms of prenatal, perinatal, and postnatal health.	
22.13	Provide counseling and teaching when appropriate.	
22.14	Recognize when to refer client to a care provider.	
22.15	Recognize the need for emergency health care.	
22.16	Recognize the need for health advice.	
23.0	Provide basic health education to families – the student will be able to:	
23.01	Develop a basic understanding of the structure and function of the body systems.	
23.02	Explain the nutrition pyramid.	
23.03	Demonstrate proper body mechanics.	
23.04	Demonstrate procedures for the safe transport and transfer of children.	
23.05	Describe fire safety and evacuation procedures.	
23.06	Demonstrate basic understanding of first aid and emergency care.	
23.07	Demonstrate knowledge of medical asepsis and practice procedures such as hand washing and isolation.	
23.08	Distinguish between fact and fallacy about the transmission and treatment of diseases caused by blood borne pathogens including Hepatitis B.	
23.09	Identify "at risk" behaviors which promote the spread of diseases caused by blood borne pathogens and the public education necessary to combat the spread of these diseases.	
23.10	Demonstrate infection control techniques designed to prevent the spread of diseases caused by blood borne pathogens to the care of individuals following Centers for Disease Control (CDC) guidelines.	
23.11	Demonstrate knowledge of the legal aspects of AIDS, including testing.	
23.12	Use appropriate medical terminology and abbreviations.	
23.13	Explain basic medical terminology to family members as needed.	

2014 – 2015
Florida Department of Education
Student Performance Standards

Program Title:	Family Health Support Worker  
ATD CIP Number:	0351150300
SOC Code(s):		31-9099

When this program is offered at the college level, the following standards and benchmarks apply:

Human Services Core:  The Human Services Core is a core of basic knowledge necessary for any Human Services career. Students who have previously completed the Human Services Careers Core or any other health occupations program do not have to repeat standards 01-09.	
01.0	Demonstrate knowledge of the human services delivery system and human services occupations – the student will be able to:	
01.01	Identify the basic components of the human services delivery system including public, private, government and non-profit.	
01.02	Identify common methods of payment for human services.	
01.03	Describe the various types of human services providers and the range of services available including resources to victims of domestic violence and family violence. 	
01.04	Describe the composition and functions of a human services team. 	
01.05	Identify the general roles and responsibilities of the individual members of the human services team. 	
01.06	Identify the roles and responsibilities of the client within the human services delivery system. 	
01.07	Identify characteristics of effective teams. 	
01.08	Recognize methods for building positive team relationships.	
01.09	Analyze attributes and attitudes of an effective leader. 	
01.10	Recognize factors and situations that may lead to conflict.	
01.11	Demonstrate effective techniques for managing team conflict. 	
01.12	Describe factors that influence the current delivery system of human /social services	
01.13	Explain the impact of emerging issues including technology, bioethics and socioeconomics on human services delivery systems. 	
02.0	Demonstrate the ability to communicate and use interpersonal skills effectively – the student will be able to:	
02.01	Develop basic communication and active listening skills.	
02.02	Develop basic observational skills and related documentation strategies in written and oral form.	
02.03	Identify characteristics of successful and unsuccessful communication including client resistance.	
02.04	Respond effectively to verbal and non-verbal cues. 	
02.05	Compose written communication using correct spelling, grammar, formatting and confidentiality. 	
02.06	Use appropriate technical terminology and abbreviations. 	
02.07	Recognize the importance of courtesy and respect for clients and other human services workers and maintain good interpersonal relationships. 	
02.08	Recognize the importance of client educations regarding rendering of services.	
02.09	Adapt communication skills to varied levels of understanding and cultural orientation including diverse age, cultural, economic, sexual orientation, ethnic and religious groups. 	
02.10	Recognize elements of communication using a sender-receiver model. 	
02.11	Distinguish between and report subjective and objective information. 	
02.12	Report relevant information in order of occurrence. 	
03.0	Demonstrate legal and ethical responsibilities – the student will be able to:	
03.01	Discuss the legal framework of the human services occupations including scope of practice legislation.	
03.02	Explain practices that could results in malpractice, liability and/or negligence. 	
03.03	Demonstrate procedures for accurate documentation and record keeping. 	
03.04	Interpret agency/facility policy and procedures. 	
03.05	Explain the “Patient’s Bill of Rights”.	
03.06	Identify standards of the Health Insurance Portability and Accountability Act (HIPAA).	
03.07	Describe informed consent. 	
03.08	Explain the laws governing harassment, labor and employment. 	
03.09	Differentiate between legal and ethical issues in human services.	
03.10	Describe a code of ethics consistent with the human services occupation. 	
03.11	Identify and compare personal, professional, and organizational ethics. 	
03.12	Recognize the limits of authority and responsibility of human service workers. 	
03.13	Recognize and report illegal and/or unethical practices of human services workers. 	
03.14	Recognize and report abuse including child abuse, elderly abuse, domestic violence and neglect. 	
04.0	Demonstrate an understanding of and apply wellness and disease  concepts – the student will be able to:	
04.01	Identify psychological reactions to illness including defense mechanisms. 	
04.02	Identify complementary and alternative health practices. 	
04.03	Discuss the adverse effects of the use of alcohol, illegal drugs, steroids and other high-risk behaviors on the human body. 	
04.04	Explain the basic concepts of positive self-image, wellness, and stress. 	
04.05	Develop a wellness and stress control plan that can be used in personal and professional life. 	
04.06	Recognize the steps in the grief process. 	
05.0	Recognize and practice safety and security procedures – the student will be able to:	
05.01	Recognize safe and unsafe working conditions and report safety hazards. 	
05.02	Demonstrate personal safety procedures based on Occupations Safety and Health Administration (OSHA) and Centers for Disease Control (CDC) regulations including standard precautions. 	
05.03	Describe fire, safety, disaster and evacuations procedures. 	
05.04	Discuss The Joint Commission (JCAHO) patient safety goals (www.jcaho.org).	
05.05	Recognize adverse drug related emergencies. 	
05.06	Describe legal parameters relating to the administration of emergency care. 	
06.0	Demonstrate an understanding of information technology applications in healthcare – the student will be able to:	
06.01	Describe the uses of computers in human services	
06.02	Define terms and demonstrate basic computer skills. 	
06.03	Recognize technology applications in human services	
06.04	Interpret information from electronic documents. 	
06.05	Identify methods of communication to access and distribute data such as fax, e-mail and internet. 	
07.0	Demonstrate employability skills – the student will be able to:	
07.01	Identify personal traits or attitudes desirable in a member of the Human Services team. 	
07.02	Define basic professional standards of human services workers as they apply to dress, language, informed consent, confidentiality and behavior (i.e. courtesy and self-introductions).	
07.03	Identify documents that may be required when applying for a job. 	
07.04	Write an appropriate resume. 	
07.05	Conduct a job search. 	
07.06	Complete a job application form correctly.	
07.07	Demonstrate competence in job interview techniques. 	
07.08	Recognize levels of education, credentialing requirements, employment opportunities, workplace environments and career growth potential. 	
07.09	Identify acceptable work habits. 	
07.10	Recognize appropriate professional behavior. 	
07.11	Compare careers within the human services career pathways 	
08.0	Demonstrate knowledge of blood borne diseases, including HIV/AIDS – the student will be able to:	
08.01	Recognize emerging diseases and disorders.	
08.02	Distinguish between fact and fallacy about the transmission and treatment of diseases caused by blood borne pathogens including Hepatitis B.	
08.03	Identify community resources and services available to the individuals with diseases caused by blood borne pathogens.	
08.04	Identify "at risk" behaviors which promote the spread of diseases caused by blood borne pathogens and the public education necessary to combat the spread of these diseases.	
08.05	Demonstrate knowledge of the legal aspects of HIV/AIDS, including testing.	
09.0	Apply basic math and science skills – the student will be able to:	
09.01	Draw, read, and report on graphs, charts and tables.	
09.02	Measure time, temperature, distance, capacity, and mass/weight.	
09.03	Demonstrate ability to evaluate and draw conclusions.	
09.04	Organize and communicate the results obtained by observation and experimentation.	
09.05	Ask appropriate scientific questions and recognize what is involved in experimental approaches to the solution of such questions.	
09.06	Calculate ratios. 	
Family Health Support Worker - Completion of the following competencies provides the remainder of the knowledge and skills required to be a Family Health Support Worker, SOC code 31-9099 Healthcare Support Workers, all others	
10.0	Establish and maintain a relationship with the family – the student will be able to:	
10.01	Reflect on and describe feelings and insights about personal family experiences and recognize the personal impact of these experiences.	
10.02	Differentiate personal values and perceptions from those of client families.	
10.03	Describe the key concepts of the ecological model of the family as the basis for the family-centered approach to social services.	
10.04	Describe how families function and interact from a systems theory perspective.	
10.05	Define the roles of families and the range of roles among family members.	
10.06	Recognize and distinguish the range of permutations within a family system.	
10.07	Identify family roles that are helpful or problematic for the child.	
10.08	Show compassion, kindness, and unconditional regard for all family members.	
10.09	Interact with family members within appropriate professional boundaries.	
10.10	Show cultural sensitivity when interacting with family members.	
10.11	Demonstrate personal integrity when interacting with family members.	
10.12	Follow agency regulations related to family interactions including appropriate disclosure and confidentiality.	
10.13	Interact with family members using the following skills: communication skills (verbal, non-verbal, listening, etc.), customer service skills, telephone skills, follow-up & follow through skills.	
10.14	Perform duties using the following skills:  observation skills, problem-solving skills, decision-making skills.	
10.15	Demonstrate the following when interacting with family members: stress management skills, family empowerment skills (self-awareness, self-sufficiency, and independence) goal-setting skills.	
10.16	Describe the benefits of empowerment and ways to empower families.	
10.17	Recognize the positive and negative consequences to giving help to families.	
10.18	Describe family-centered practice and the underlying assumptions about the approaches used in family-centered practice.	
10.19	Provide family-centered care and family-directed services.	
11.0	According to the level of the position, assess family needs, strengths, and resources – the student will be able to:	
11.01	Describe typical methods used for assessment and screening.	
11.02	Describe common errors in collection and misinterpretation of assessment finding.	
11.03	Describe the Do’s and Don’ts for collecting assessment and screening information.	
11.04	Recognize, describe, and communicate observations of families that represent a variety of constellations.	
11.05	Recognize, describe, and communicate potential risks for children who live in families where substance abuse, violence, and other dysfunctions occur.	
11.06	Recognize and describe typical adaptive behaviors observed in family members experiencing maternal and child services related problems.	
11.07	Identify the extent of the incidence of child maltreatment in the state and the nation.	
11.08	Describe the impacts and effects of child abuse and neglect according to Florida law.	
11.09	Identify the most common physical and behavioral indicators of physical abuse, sexual abuse, emotional maltreatment, and neglect.	
11.10	Identify the factors, multiple forces, and most common causes for child abuse and neglect.	
11.11	Identify the characteristics of abusers.	
11.12	Describe physical abuse, physical neglect, sexual abuse, and emotional maltreatment as defined by Florida law.	
11.13	Describe state and local guidelines and procedures for reporting child abuse and neglect.	
11.14	Demonstrate (in a simulation) reporting evidence of suspected child abuse and neglect.	
11.15	Review the referral and related documents.	
11.16	Review the purpose and steps of a successful home visit.	
11.17	Arrange for language interpreters.	
11.18	Schedule initial visit with family.	
11.19	Engage in personal safety behaviors related to home visiting.	
11.20	Conduct family visit.	
11.21	Explain program benefits, policies, and procedures.	
11.22	Assess family’s immediate environment.	
11.23	Assess family living conditions.	
11.24	Assess household for safety hazards.	
11.25	Assess family dynamics and strengths.	
11.26	Assess family’s nutritional needs.	
11.27	Assess need for crisis intervention.	
11.28	Assess risk for family abuse.	
11.29	Assess risk for substance abuse.	
11.30	Identify and report child abuse and neglect in accordance with state regulations.	
11.31	Use standard measurement tools to assess gross head-to-toe physical growth, nutritional status, developmental milestones, and sensory development.	
11.32	Determine caregiver’s employment status.	
11.33	Determine family’s financial status.	
11.34	Assess family’s housing stability (permanency in home; homelessness).	
11.35	Determine childcare needs.	
11.36	Determine family’s transportation needs.	
11.37	Develop home visit schedule.	
11.38	Provide family-centered care and family-directed services.	
11.39	Recognize when to take appropriate action in crisis situations.	
12.0	Assist families in goal setting and achievement – the student will be able to:	
12.01	Explain purpose of goal setting (e.g., share sample plan).	
12.02	Explore family values/traditions.	
12.03	Explore family goals/dreams.	
12.04	Prioritize family goals.	
12.05	Assist family in writing support plan with measurable goals.	
12.06	Review plan with family.	
12.07	Monitor implementation of family plan (ongoing basis)	
12.08	Update plan periodically.	
12.09	Update plan according to program/agency standards.	
12.10	Provide family-centered care and family-directed services.	
13.0	Educate families – the student will be able to:	
13.01	Provide an overview of adult learning principles and strategies.	
13.02	Assess learner readiness.	
13.03	Recognize and adapt materials, information, and methods to address individual or family needs.	
13.04	Use role-playing modeling and demonstration techniques.	
13.05	Identify the target of the intervention or visit.	
13.06	Measure effectiveness and progress in the teaching/learning experience.	
13.07	Provide agency materials in foreign languages.	
13.08	Distribute and review program and related literature.	
13.09	Inform families about local resources (e.g., libraries).	
13.10	Provide families opportunities to attend group training, workshops, and support groups.	
13.11	Provide educational experiences to families.	
13.12	Educate families regarding available community agencies.	
13.13	Educate families in how to advocate for themselves within systems.	
14.0	Establish family support system – the student will be able to:	
14.01	Assess support provided by family members and friends.	
14.02	Determine availability of neighborhood support.	
14.03	Identify faith-based affiliations.	
14.04	Determine family advocate(s).	
14.05	Assist family with childcare.	
14.06	Assist with family transportation needs.	
14.07	Inform families of recreational opportunities.	
14.08	Refer families to support groups (e.g., parenting and substance abuse).	
14.09	Facilitate participation in needed services.	
15.0	Facilitate access to services – the student will be able to:	
15.01	Describe typical or traditional programs and how they operate.	
15.02	Secure caregiver’s authorization for release of information.	
15.03	Identify agencies currently involved with family (e.g., ask, call, and listen).	
15.04	If appropriate, investigate databases (child protection, Medicaid, and agencies) for family involvement in agency programs.	
15.05	Determine role of each agency and representatives.	
15.06	Participate in interagency staffing(s), when appropriate.	
15.07	Participate in multi-disciplinary staffing(s), when appropriate.	
15.08	Determine if agency/provider service is needed by family.	
15.09	Identify local community resources that provide help for the abused and the abuser.	
15.10	Identify new community resources.	
15.11	Track lost clients.	
15.12	Participate in health fairs to facilitate health awareness and to promote program services.	
15.13	Ensure families are included in meetings related to decisions regarding family care, where appropriate.	
16.0	Maintain agency documentation and adhere to program/employer policy, procedures, and guidelines – the student will be able to:	
16.01	Document receipt of referral application.	
16.02	Record attempts to contact family.	
16.03	Document home visits and interactions with family.	
16.04	Record home visits and family observations.	
16.05	Record contacts with other agencies (e.g., appointments).	
16.06	Complete agency specific forms (e.g., health records).	
16.07	Document referrals and outcomes.	
16.08	Record family plan activities.	
16.09	Document family demographic changes.	
16.10	Prepare travel, time, and billing reports.	
16.11	Record supervision and consultation time.	
16.12	Process correspondence (e.g., email, phone, fax).	
16.13	Implement program and employer policy, procedures, and guidelines.	
16.14	Document program quality assurance measures.	
16.15	Follow record keeping procedures with emphasis on accuracy, legal issues, and privacy and confidentiality.	
16.16	Wear attire in accordance with program/employer policies and guidelines.	
17.0	Facilitate program transition – the student will be able to:	
17.01	Evaluate status of family.	
17.02	Discuss transition with family.	
17.03	Schedule transition meeting.	
17.04	Participate in transition meeting.	
17.05	Prepare transition paperwork (e.g., consent for information release).	
17.06	Recommend change in family services (e.g., level, intensity, types).	
17.07	Assess needs for future services.	
17.08	Link families to selected agencies.	
17.09	Transfer cases to different locations (e.g. counties, states).	
17.10	Terminate agency services to family.	
18.0	Participate in education/training – the student will be able to:	
18.01	Participate in agency conference, workshops, and retreats.	
18.02	Engage in case studies, role play, shadowing, and other practicum experiences on a regular basis.	
18.03	Serve on community agency boards.	
18.04	Network with agency representatives.	
18.05	Review agency curriculum materials.	
18.06	Review agency policy and procedure.	
18.07	Participate in job shadowing.	
18.08	Obtain and maintain certification (e.g., CEUs, contact hours).	
18.09	Conduct in-service training.	
19.0	According to the level of the position, describe, recognize, and communicate observations of the developmental and health needs of the child/children – the student will be able to:	
19.01	Describe the stages of pregnancy and fetal development, including the dating of events such as quickening and kick counts.	
19.02	Describe the first trimester of pregnancy and the critical influences on development.	
19.03	Describe the genetic, environmental, social, sensory, and health influences on child development.	
19.04	Demonstrate knowledge of the needs of infants and children in terms of cognitive (mental), emotional, and social development in the neonatal, infant, toddler, and early childhood periods.	
19.05	Describe and recognize social and emotional issues that may occur in young children such as bonding and attachment disorders, behavioral problems, and self-esteem issues.	
19.06	Describe a nurturing and protective environment for children.	
19.07	Describe the effect of prenatal care on the development of children.	
19.08	Describe appropriate physical care of children.	
19.09	Describe a safe and healthy environment for children.	
19.10	Describe common childhood illnesses and accidents.	
19.11	Describe procedures for the ill or injured child.	
19.12	Assess the mental needs of the child/children.	
19.13	Assess the emotional needs of the child/children.	
19.14	Assess the social needs of the child/children.	
19.15	Assess the nutritional needs of the child/children.	
19.16	Assess the medical/physical needs of the child/children.	
19.17	Assess mother/caregiver/family-child relationship.	
20.0	According to the level of the position, describe, recognize, and communicate observations of the needs of the mother/caregiver/family – the student will be able to:	
20.01	Examine personal attitudes and beliefs regarding sexuality.	
20.02	Obtain sexual history in comfortable non-judgmental manner.	
20.03	Demonstrate knowledge of the male and female reproductive systems and associated vocabulary.	
20.04	Recognize the influence of hormones and personal history on emotions associated with sexuality.	
20.05	Demonstrate understanding of the range of STI’s and how they are spread.	
20.06	Recognize that both sexual partners require treatment in cases of STI and HIV.	
20.07	Describe and recognize environmental risk factors (such as well water, cats, lead) that threaten pregnancy outcomes.	
20.08	Describe and recognize maternal behaviors risk factors (such as use of alcohol, tobacco, drugs, over-the-counter medications) that threaten pregnancy outcomes.	
20.09	Describe and recognize medical risk factors (such as stress, hypertension, diabetes, bleeding, violence) that threaten pregnancy outcomes.	
20.10	Recognize risk factors that are serious enough (e.g. no menses) to be reported or referred to a care provider	
20.11	Describe and recognize common complaints and problems associated with pregnancy.	
20.12	Describe and recognize red flags associated with pregnancy such as pregnancy denial, abortion issues, bleeding.	
20.13	Describe and recognize nutritional needs before, during, and after pregnancy.	
20.14	Describe and recognize healthy prenatal practices and care.	
20.15	Assess educational needs of the mother/caregiver/family.	
20.16	Assess emotional needs of the mother/caregiver/family.	
20.17	Assess social needs of the mother/caregiver/family.	
20.18	Describe the labor and delivery experience including the signs of labor, types of delivery, and the birth plan.	
20.19	Describe behaviors and attitudes that promote maternal-child bonding.	
20.20	Describe and recognize successful and unsuccessful adaptations during the postnatal period for the mother such as postpartum blues, depression, bleeding, fever, pain.	
20.21	Describe and recognize successful and unsuccessful adaptations during the postnatal period for the infant such as physical appearance, changes in appearance, jaundice, and cord care.	
20.22	Prepare for the unanticipated such as grief and loss.	
20.23	Describe and recognize the emotional and other typical responses to grief by the mother/caregiver, family, and friends.	
20.24	Describe the fetal and infant mortality review process (FMR) and community resources available for the grieving family.	
20.25	Describe and recognize conceptual health attitudes and need for care.	
20.26	Describe the advantages of spacing pregnancies.	
20.27	Describe values and views regarding family planning.	
20.28	Describe common myths surrounding family planning and describe family planning options.	
20.29	Describe community services and programs that support family planning.	
21.0	Based on needs and goals, educate and model behaviors that promote infant and child development ages 0 to 5, in consideration of cultural practices – the student will be able to:	
21.01	Describe why the first five years of life is so important to the health and well being of a child.	
21.02	Describe the events and early experiences that are needed for optimal brain development in the neonatal, infant, toddler, and early childhood periods.	
21.03	Describe and recognize the timing, ranges, ages, and stages of important developmental events.	
21.04	Explain the impact of crisis situations on children and ways of coping with divorce, death, separation, sibling rivalry, child abuse and other crises.	
21.05	Reflect on and discuss feelings and insights about personal experiences and influences associated with parenting.	
21.06	Model ways to help children express emotions.	
21.07	Model ways to create an enriched environment for children.	
21.08	Identify the complexity of resource management in various family structures as it relates to children.	
21.09	Model ways in which parents and other family members can help children understand decision-making.	
21.10	Describe cultural and social influences on parenting roles, parenting skills, and child discipline.	
21.11	Describe and recognize the following on parenting roles and skills:  age and maturity, social and antisocial behaviors, addictive behaviors.	
21.12	Facilitate mother/caregiver/family-child interaction activities related to child development.	
21.13	Describe and recognize normal healthy child behaviors that parents may interpret negatively.	
21.14	Use observed behaviors and emergence of normal developmental events to model positive parenting practices and behaviors.	
21.15	Use observed behaviors to model anticipatory guidance and parenting skills.	
21.16	Use normal developmental events as touch points to teach parents supportive parenting skills.	
21.17	Describe and recognize parent contributions and child contributions to parent-child interactions.	
21.18	Recognize the strengths and weaknesses of parent-child interactions in the observed family.	
21.19	Assess parental sensitivity and adaptability to cues of distress.	
21.20	Provide and demonstrate the use of age-appropriate materials to mother/caregiver/family (e.g., toys, books, puzzles, equipment).	
21.21	Promote family literacy and school readiness using approved curriculum.	
21.22	Model positive behavioral supports to address undesirable child behaviors.	
21.23	Assess environmental influences that effect undesirable behavior.	
21.24	Identify positive ways to reinforce desirable behavior.	
21.25	Provide counseling and teaching when appropriate avoiding quick judgments and personal bias.	
21.26	Evaluate discipline techniques that are age appropriate.	
21.27	Demonstrate positive parenting skills to utilize at different stages of development.	
21.28	Demonstrate discipline, punishment, and guidance appropriate to development stages.	
21.29	Describe the process of developing self-discipline in children.	
21.30	Describe the importance of helping children follow established routines.	
21.31	Describe responsible behavior in children at different development stages.	
21.32	Describe and model acceptable methods of guidance to modify behavior in a child.	
21.33	Describe and model positive parental care at different developmental stages.	
21.34	Describe ways time, space, money, energy and other resources impact relationships.	
21.35	Describe and model ways in which parents can help children relate to a wide variety of people.	
21.36	Describe and model ways in which parents can help children deal with conflicts in relationships.	
21.37	Describe the role of communication in a child’s development.	
21.38	Discuss the importance of openness and truthfulness in parent/child communications.	
21.39	Recognize and describe inhibitors to open communication between parent and child.	
21.40	Recognize when to refer client to a care provider.	
22.0	Based on needs and goals, educate and model behaviors that promote maternal and child health, in consideration of cultural practices – the student will be able to:	
22.01	Describe and recognize common health problems of infancy and early childhood by organ system, by infections disease, and in terms of vision and hearing.	
22.02	Model behaviors that promote health and disease prevention including daily care, back to sleep, infectious disease risk, immunization schedules, environmental toxins and poisoning, and physical activity.	
22.03	Model behaviors that promote safe and nurturing environments including home safety, food safety, car seat safety, injury prevention, swimming pool safety, handgun safety, shaken baby syndrome, and violence in the home.	
22.04	Model behaviors that promote dental care and oral hygiene.	
22.05	Describe and recognize the cultural, societal, parental, and developmental influences on child eating and nutrition.	
22.06	Describe and recognize the nutritional requirements of infants and children.	
22.07	Identify over and under nutrition issues.	
22.08	Model behaviors for planning and preparation of nutritious snacks and meals for infants to age 5.	
22.09	Identify and describe foods that are potentially dangerous for young children’s consumption.	
22.10	Demonstrate techniques to encourage positive food choices and good eating habits for toddlers.	
22.11	Model age appropriate nutrition education activities.	
22.12	Demonstrate knowledge of the needs of mothers in terms of prenatal, perinatal, and postnatal health.	
22.13	Provide counseling and teaching when appropriate.	
22.14	Recognize when to refer client to a care provider.	
22.15	Recognize the need for emergency health care.	
22.16	Recognize the need for health advice.	
23.0	Provide basic health education to families – the student will be able to:	
23.01	Develop a basic understanding of the structure and function of the body systems.	
23.02	Explain the nutrition pyramid.	
23.03	Demonstrate proper body mechanics.	
23.04	Demonstrate procedures for the safe transport and transfer of children.	
23.05	Describe fire safety and evacuation procedures.	
23.06	Demonstrate basic understanding of first aid and emergency care.	
23.07	Demonstrate knowledge of medical asepsis and practice procedures such as hand washing and isolation.	
23.08	Distinguish between fact and fallacy about the transmission and treatment of diseases caused by blood borne pathogens including Hepatitis B.	
23.09	Identify "at risk" behaviors which promote the spread of diseases caused by blood borne pathogens and the public education necessary to combat the spread of these diseases.	
23.10	Demonstrate infection control techniques designed to prevent the spread of diseases caused by blood borne pathogens to the care of individuals following Centers for Disease Control (CDC) guidelines.	
23.11	Demonstrate knowledge of the legal aspects of AIDS, including testing.	
23.12	Use appropriate medical terminology and abbreviations.	
23.13	Explain basic medical terminology to family members as needed.	

Additional Information

Laboratory Activities

Laboratory activities are an integral part of this program.  These activities include instruction in the use of safety procedures, tools, equipment, materials, and processes related to these occupations.  Equipment and supplies should be provided to enhance hands-on experiences for students. 

Special Notes

Either a community college or school district may offer the ATD program.  A community college may offer the ATD as either college credit or vocational credit.  A vocational technical center may offer the ATD as vocational credit only.  Vocational credit will be converted to college credit upon transfer to the AS degree at the community college.

This program is part of the Human Services AS degree and guarantees transfer of 21 credit hours toward the related AS degree.  Minimum entrance requirements for this program include a high school diploma or GED.  Students must meet the minimum basic skills to complete this program.

Faculty teaching this program must have a minimum of a bachelor’s degree in the specialty area or an associate degree and demonstrated competencies in the specialty area or meet the "exceptional cases" criteria as established by the Southern Association of Colleges and Schools.

No fees will be charged for the transfer of credit from a vocational technical center to a community college.  The established statewide fee structure will be adhered to by both delivery systems.

This program meets the Department of Health HIV/AIDS and domestic violence education requirements.  Upon completion of this program the instructor will provide a certificate to the student verifying that the HIV/AIDS and domestic violence requirements have been met.

If students in this program are seeking a licensure, certificate or registration through the Department of Health, please refer to 456.0635 F.S. for more information on disqualification for a license, certificate, or registration through the Department of Health.

Career and Technical Student Organization (CTSO)

HOSA is the appropriate career and technical student organization for providing leadership training and reinforcing specific career and technical skills.  Career and Technical Student Organizations provide activities for students as an integral part of the instruction offered.  The activities of such organizations are defined as part of the curriculum in accordance with Rule 6A-6.065, F.A.C.

Basic Skills

In PSAV programs offered for 450 hours or more, in accordance with Rule 6A-10.040, F.A.C. the minimum basic skills grade levels required for postsecondary adult career and technical students to complete this program are:  Mathematics 10, Language 10, and Reading 10.  These grade level numbers correspond to a grade equivalent score obtained on a state designated basic skills examination. 

Adult students with disabilities, as defined in Section 1004.02(7), Florida Statutes, may be exempted from meeting the Basic Skills requirements (Rule 6A-10.040).  Students served in exceptional student education (except gifted) as defined in s. 1003.01(3)(a), F.S., may also be exempted from meeting the Basic Skills requirement.  Each school district and Florida College must adopt a policy addressing procedures for exempting eligible students with disabilities from the Basic Skills requirement as permitted in Section 1004.91(3), F.S.

Students who possess a college degree at the Associate of Applied Science level or higher; who have completed or are exempt from the college entry-level examination; or who have passed a state, national, or industry licensure exam are exempt from meeting the Basic Skills requirement (Rule 6A-10.040, F.A.C.)  Exemptions from state, national or industry licensure are limited to the certifications listed at http://www.fldoe.org/workforce/dwdframe/rtf/basicskills-License-exempt.rtf. 

Accommodations

Federal and state legislation requires the provision of accommodations for students with disabilities as identified on the secondary student’s Individual Educational Plan (IEP) or 504 plan or postsecondary student’s accommodations’ plan to meet individual needs and ensure equal access.  Postsecondary students with disabilities must self-identify, present documentation, request accommodations if needed, and develop a plan with their counselor and/or instructors.  Accommodations received in postsecondary education may differ from those received in secondary education.  Accommodations change the way the student is instructed.  Students with disabilities may need accommodations in such areas as instructional methods and materials, assignments and assessments, time demands and schedules, learning environment, assistive technology and special communication systems.  Documentation of the accommodations requested and provided should be maintained in a confidential file.

In addition to accommodations, some secondary students with disabilities (students with an IEP served in Exceptional Student Education (ESE)) will need modifications to meet their needs.  Modifications change the outcomes or what the student is expected to learn, e.g., modifying the curriculum of a secondary career and technical education course.  Note: postsecondary curriculum and regulated secondary programs cannot be modified.

Some secondary students with disabilities (ESE) may need additional time (i.e., longer than the regular school year), to master the student performance standards associated with a regular Occupational Completion Point (OCP) or a Modified Occupational Completion Point (MOCP).  If needed, a student may enroll in the same career and technical course more than once.  Documentation should be included in the IEP that clearly indicates that it is anticipated that the student may need an additional year to complete an OCP/MOCP.  The student should work on different competencies and new applications of competencies each year toward completion of the OCP/MOCP.  After achieving the competencies identified for the year, the student earns credit for the course.  It is important to ensure that credits earned by students are reported accurately.  The district’s information system must be designed to accept multiple credits for the same course number for eligible students with disabilities.

Articulation

The information related to the guaranteed transfer of credit between an ATD program and AS or AAS degree must be documented and maintained by the Articulation Coordinating Committee (ACC).  The transfer of the ATD to an AS or AAS degree is guaranteed for a period of three (3) years following the date of the award of the ATD.  For further information about ATD to AS or AAS degree articulation agreements please visit, http://www.fldoe.org/articulation/pdf/ATD_to_ASandAAS_ArticulationAgreemts.pdf 

Program Length

In accordance with Rule 6A-10.024, F.A.C. an ATD program consists of a course of study that is part of an AS or AAS degree program, is less than 60 credit hours, is approximately 50% of the technical component (non-general education), and leads to employment in a specific occupation.  An ATD program may consist of either technical credit or college credit. 

Students must have a high school diploma, a GED, or a certificate of completion to be admitted to an ATD program.  Within six weeks of entry, students in ATD programs of 450 or more hours must be tested pursuant to Rule 6A-10.040, F.A.C. and if below minimum standards for completion from the program, must receive remedial instruction.  The minimum standards must be at least the equivalent of a score of ten (10) on all sections of basic skills test approved in Rule 6A-10.040, F.A.C.  Students must successfully complete all remedial instruction before completing the ATD.  

Community Colleges may offer either college or career credit toward the ATD.  A Career Center in a public school district may offer an ATD program only as technical credit, with college credit awarded to a student upon articulation to a community college (Section 1004.02, F.S.) 

When offered at a community college the standard length of this program is 21 credits.  When offered at a technical center the standard length of this program is 630 clock hours.

In accordance with Rule 6A-10.024, F.A.C. all faculty providing instruction must have at least a baccalaureate degree or an associate degree with demonstrated competencies in the specific instructional program as defined by the Southern Association of Colleges and Schools.