Florida Department of Education
Curriculum Framework

Program Title:	Behavioral Health Technician
Program Type:	Career Preparatory
Career Cluster:	Health Science

Secondary – Career Preparatory	
Program Number	8701000	
CIP Number	0351150205	
Grade Level	9-12	
Standard Length	3 credits	
Teacher Certification	Refer to the Program Structure section.	
CTSO	HOSA	
SOC Codes 	29-5053 -- Psychiatric Technicians
29-2099 -- Health Technologists and Technicians, All Other
31-9099 -- Healthcare Support Workers, All Other
21-1094 -- Community Health Workers	
CTE Program Resources 	http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml	

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 Health Science 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 Health Science career cluster. 

The content includes, but is not limited to planning, management, finance, technical and production skills, underlying principles of technology, labor issues, community issues and health, safety, and environmental issues. Clinical and/or work-based learning experiences are an integral part of this program.

The program is designed to prepare students for employment as Psychiatric Technicians/ Behavioral Health Technicians (SOC Code 29-5053), Health Technologists and Technicians (SOC Code 29-2099), Healthcare Support Workers (SOC Code 31-9099), and Community Health Workers (SOC Code 21-1094). Additional certification opportunities are noted at the end of the document under Special Notes. 

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

Program Structure

This program is a planned sequence of instruction consisting of 3 credits. The two credit Health Science Core courses (Health Science Anatomy & Physiology 8417100 and Health Science Foundations 8417110) are required as a prerequisite for this program. Secondary students completing the two required courses will not have to repeat the core in postsecondary.    

To teach the course(s) listed below, instructors must hold at least one of the teacher certifications indicated for that course.

The following table illustrates the secondary course/program structure:

Course Number	Course Title	Teacher Certification	Length	SOC Code	Level	Graduation Requirement	
8417100	Health Science Anatomy and Physiology	ANY HEALTH OCCUP G 
(See DOE approved list)	1 credit	31-9099	3	EQ	
8417110	Health Science Foundations		1 credit	31-9099	3		
8701010	Behavioral Health Technician 3	MENT HEAL 7G
REG NURSE 7G
PARAMEDIC @7 7G 
MED ASST  7G
MED PROF 7G
EMT 7G
LPN 7G	1 credit	29-5053
29-2099
31-9099
21-1094	3		
(Graduation Requirement Abbreviations- EQ= Equally Rigorous Science, PA= Practical Arts, EC= Economics)

Common Career Technical Core – Career Ready Practices

Career Ready Practices describe the career-ready skills that educators should seek to develop in their students. These practices are not exclusive to a Career Pathway, program of study, discipline or level of education. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. 

1. Act as a responsible and contributing citizen and employee. 

2. Apply appropriate academic and technical skills. 

3. Attend to personal health and financial well-being. 

4. Communicate clearly, effectively and with reason. 

5. Consider the environmental, social and economic impacts of decisions. 

6. Demonstrate creativity and innovation. 

7. Employ valid and reliable research strategies. 

8. Utilize critical thinking to make sense of problems and persevere in solving them. 

9. Model integrity, ethical leadership and effective management. 

10. Plan education and career path aligned to personal goals. 

11. Use technology to enhance productivity. 

12. Work productively in teams while using cultural/global competence. 

Standards

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

Health Science Core 
01.0	Analyze and interpret an overview of the human body, including organization and chemical process.
02.0	Apply correct medical terminology relating to body structure and function within a real-world application.
03.0	Evaluate cells and tissues microscopically and macroscopically and relate their specialized functions.
04.0	Analyze the integumentary system in relation to health and disease.
05.0	Analyze the skeletal system in relation to health and disease.
06.0	Analyze the muscular system in relation to health and disease.
07.0	Analyze the nervous system in relation to health and disease.
08.0	Analyze the endocrine system in relation to health and disease.
09.0	Analyze the cardiovascular/circulatory system in relation to health and disease.
10.0	Analyze the lymphatic and immune systems in relation to health and disease.
11.0	Analyze the respiratory system in relation to health and disease.
12.0	Analyze the digestive system in relation to health and disease.
13.0	Analyze the urinary system in relation to health and disease.
14.0	Analyze both the male and female reproductive systems in relation to health and disease.
15.0	Identify and explain factors relating to genetics and disease.
16.0	Evaluate and apply the principles of disease transmission and control to real-world scenarios.
17.0	Demonstrate knowledge of the healthcare delivery system and health occupations.
18.0	Demonstrate the ability to communicate and use interpersonal skills effectively.
19.0	Demonstrate legal and ethical responsibilities.
20.0	Demonstrate an understanding of and apply wellness and disease concepts.
21.0	Recognize and practice safety and security procedures.
22.0	Recognize and respond to emergency situations.
23.0	Recognize and practice infection control procedures.
24.0	Demonstrate an understanding of information technology applications in healthcare.
25.0	Demonstrate employability skills.
26.0	Demonstrate knowledge of blood borne diseases, including HIV/AIDS.
27.0	Apply basic math and science skills.

Behavioral Health Technician 3
28.0	Demonstrate and implement knowledge of behavioral and mental health, mental illness, including substance use, abuse and addiction.
29.0	Implement crisis intervention techniques and emergency services in the behavioral and mental health setting.
30.0	Analyze, apply, and integrate national standards of practice in behavioral health care and human services, monitoring the implementation and effectiveness of policies and procedures for screening, assessment, and management of individuals.
31.0	Analyze and explain the foundations of behavioral health and the impact on community health and patient care.
32.0	Perform skills, examine, measure and interpret documentation related to direct care and recovery support system in various types of community and treatment settings as a member of a multidisciplinary team.
33.0	Provide biological, psychological and social support in conflict resolution and safety techniques.
34.0	Practice and perform duties, demonstrating professional responsibility and scope of practice.
35.0	Demonstrate an understanding of various behavioral and mental health diseases and disorders, observable signs and symptoms, and general interventions.
36.0	Perform skills and provide documentation related to caring for and supervising the mental health patient in various types of treatment settings.

Florida Department of Education
Student Performance Standards
Health Science Core 

The first two courses in this program are referred to as the Health Science Core and consist of the courses Health Science Anatomy & Physiology (8417100) and Health Science Foundations (8417110). To ensure consistency whenever these courses are offered, the standards and benchmarks for the health science core have been placed in a separate document. 

You can access the course outline and standards and benchmarks by visiting this link:
https://www.fldoe.org/core/fileparse.php/20569/urlt/health-sci-core-secondary-2324.rtf

The two-credit core is required as a prerequisite for all secondary programs except for Practical Nursing and Pharmacy Technician.  Secondary students completing the two required courses will not have to repeat the core in postsecondary.  When the recommended sequence is followed, the structure allows students to complete at specified courses for employment or remain for advanced training or cross-training.  

Course Title: 	Health Science Anatomy & Physiology 
Course Number: 	8417100
Course Credit:	1

Course Description:
This course is part of the secondary Health Core consisting of an overview of the human body, both structurally and functionally with emphasis on the pathophysiology and transmission of disease.  Medical terminology is an integral part of the course.

The course Anatomy and Physiology (2000350), Anatomy and Physiology Honors (2000360) or Human Body Systems (8708120) may be substituted for the course Health Science Anatomy & Physiology (8417100).   

The course Health Science Anatomy & Physiology (8417100) is designated as an equally rigorous (EQ) science credit.

Course Title: 	Health Science Foundations 
Course Number: 	8417110
Course Credit:	1

Course Description:
This course is part of the Secondary Health Core designed to provide the student with an in-depth knowledge of the health care system and associated occupations.  Emphasis is placed on communication and interpersonal skills, use of technology, ethics and the development of critical thinking and problem-solving skills.  Students may shadow professionals throughout the course. 

Florida Department of Education
Student Performance Standards

Course Title: 	Behavioral Health Technician 3 
Course Number: 	8701010
Course Credit:	1

Course Description: 

Students investigate concepts and interventions in behavioral and mental health. This course is designed to provide an integrated cross-trained foundation and practical experience in behavioral and social sciences. The content includes, but is not limited to, basic psychopharmacology, medical terminology, electronic medical records and documentation, patient teaching and education, wellness and disease concepts, mental illness, growth and development, diseases and disorders including anxiety, bipolar disorder, depression, Alzheimer’s disease, dementia, personality disorders, schizophrenia, and psychosis. Additional topics include emergency and crisis intervention, suicide prevention, intellectual developmental disabilities, substance abuse, group therapy, stress management, employability skills, safety and security issues, legal and ethical concepts, statistical measurements, neurological and psychological applications, therapeutic communication, and assessment tools in behavioral health. 

CTE Standards and Benchmarks	
28.0	Demonstrate and implement knowledge of behavioral and mental health, mental illness, including substance use, abuse and addiction. -- The student will be able to:  	
28.01	Define, discuss, and differentiate behavioral health, mental health, social and psychological behaviors.	
28.02	Create a flyer classifying mental illnesses and their contributing factors.	
28.03	Evaluate and explain substance use, misuse, abuse, dependency and addiction, co-occurring disorders, and comorbidity.	
28.04	Design a poster examining and categorizing information, data and fact sheets from The American Psychiatric Association, Diagnostic and Statistical Manual of Mental Disorders (DSM-5).	
28.05	Display awareness of emerging trends and current issues in behavioral and mental health - i.e., Healthy People 2030 Mental Health Objectives, Office of Disease Prevention and Health Promotion (ODPHP) - www.healthypeople.gov.	
28.06	Apply and implement knowledge of Maslow’s hierarchy of needs, psychological and physical responses to stress, ego defense mechanisms, stages of grief, and stages of growth and development while caring for the mental health patient.      	
28.07	Facilitate and implement knowledge of cultural and spiritual considerations while caring for the mental health patient.	
28.08	Analyze, recognize and explain tools to managing personal bias, personal cultural identity, diversity, stereotypes, and skills to avoid and respond to micro-aggressions.	
28.09	Demonstrate and apply knowledge of the 10 classes of drugs with Substance–Related and Addictive Disorders including prevalence, risks, consequences, intoxication, and withdrawal:  
28.09.01.	Alcohol
28.09.02.	Caffeine
28.09.03.	Cannabis
28.09.04.	Hallucinogens
28.09.05.	Inhalants
28.09.06.	Opioids
28.09.07.	Sedatives, Hypnotics and Anxiolytics
28.09.08.	Stimulants
28.09.09.	Tobacco
28.09.10.	Other - synthetic drugs and bath salts   	
28.10	Analyze and defend several theories about what causes addiction or substance dependence and group them into the following four categories: Clinical, Social, Medical/Biological, and Biopsychosocial.	
29.0	Implement crisis intervention techniques and emergency services in the behavioral and mental health setting.– The student will be able to:	
29.01	Discuss methods of suicide and suicide ideation, recognizing and comparing self-harm behaviors.	
29.02	Demonstrate knowledge of restraint policies, suicide precautions, and no harm contract and limitations.	
29.03	Demonstrate vigilance in identifying clues of a patient’s suicidal intent; both direct and indirect and notify team member in charge.	
29.04	Classify and demonstrate knowledge of risk factors for suicide and discuss suicide assessment.	
29.05	Access plan of action and follow facility procedures for suicidal patient, potential homicide, and emergency medical services.	
29.06	Discuss and summarize the Five-Phase Aggression Cycle: triggering phase, escalation phase, crisis phase, recovery phase, and post crisis phase.	
29.07	Evaluate behavior and remain with individual who is experiencing panic anxiety.	
29.08	Utilize reality-oriented approach, active listening, and attend to immediate needs.	
29.09	Assess behavioral patterns and demonstrate vigilance in identifying behaviors that will initiate in increase in agitation, notifying team members, if observed.	
29.10	Discuss emergency and crisis intervention measures for Inpatient setting including: show of force, locked seclusion, use of prn medications, and seclusion and restraints.	
29.11	Demonstrate knowledge of facility’s crisis intervention policy and crisis team to be notified if de-escalation techniques fail, and patient escalates to physical aggression.	
29.12	Manage and assist with reintegration of patient to environment when stabilized and is able to participate.  	
29.13	Perform room searches, practice safety measures, and supervise to protect the patient; removing all potentially harmful objects and monitoring them closely during mealtime, medication administration, bathroom use, and activities.     	
29.14	Display and communicate that patient has value, encouraging patient to express honest feelings, including anger. 	
29.15	Demonstrate different levels of suicidal precautions as needed including 1:1 contact and constant visual observation, or every 15-minute checks and document.	
29.16	Demonstrate knowledge of notifying the healthcare provider in charge or emergency services if patient communicates suicide plan or describes means to carry out suicide plan.	
29.17	Enforce policies and procedures related to aggressive and destructive behaviors including establishing an understanding of acceptable behaviors with the patient and enforcing rules for unacceptable behaviors.	
29.18	Demonstrate knowledge of de-escalation techniques: calm voice, reduce stimulation, verbal redirect, time out (quiet time-open seclusion) relaxation techniques, distract with positive activity, discuss alternative strategies etc.	
30.0	Analyze, apply, and integrate national standards of practice in behavioral health care and human services, monitoring the implementation and effectiveness of policies and procedures for screening, assessment, and management of individuals. – The student will be able to:	
30.01	Assess and improve the accuracy of the identification of individuals when providing care, treatment or services.	
30.02	Measure and validate patient safety goals to improve the safety of using medications and high-risk interventions.	
30.03	Evaluate and formulate a care plan following The Joint Commission national standards (National Patient Safety Goals).	
30.04	Compare, contrast, and critique a behavioral health scenario promoting equity and diversity, applying and implementing culturally and linguistically appropriate strategies and services.	
30.05	Examine and differentiate the process of psychopharmacology and pharmacological aspects of patient care.	
30.06	Supervise and document patient medication administration, reporting side effects, adverse reactions, or allergies.	
30.07	Encourage patient to take prescribed medication; facilitating understanding of patient’s rights to taking or refusing medication.	
30.08	Demonstrate knowledge of 6 Rights of Medication Administration (right medication, right dose, right patient, right time, right route, and right documentation) and policies.   	
30.09	Collect and analyze data entry into electronic medical records platform, verifying accuracy of patient records and information.	
30.10	Determine patient’s medication history from records or family in relation to re-allergic reactions.	
30.11	Assemble information about properties of medications being administered, their potential side effects and drug interactions.	
30.12	Assure adequate supply and safeguard storage of medications to prevent overdose, ensuring patient safety.	
31.0	Analyze and explain the foundations of behavioral health and the impact on community health and patient care. – The student will be able to:	
31.01	Develop a working knowledge of the Substance Abuse and Mental Health Services Administration (SAMHSA) definition of recovery, to include the recovery process, stages of change and recovery capital.	
31.02	Develop a working knowledge of the holistic approach to recovery and wellness, which includes physical, mental, spiritual and social wellness.	
31.03	Develop a basic understanding of the signs and symptoms of common mental health conditions, substance use disorders and co-occurring disorders.	
31.04	Explain the core principles of trauma-informed care and how to provide services that reflect trauma-informed care principles and strategies.	
31.05	Recognize and respect the individual's personal values, cultural and spiritual beliefs, and how these play a role in achieving whole-health goals.	
31.06	Write a clear and well-organized research paper on the psychological foundations of behavior and suicide prevention, incorporating information from sources such as: National Alliance on Mental Illness (NAMI), National Association for Behavioral Healthcare (NABH), National Institute of Mental Health (NIMH), National Suicide Prevention Lifeline, National Council for Mental Wellbeing, Autism Speaks.org, and WRAP (Wellness Recovery Action Plan).	
31.07	Demonstrate a working knowledge of relevant rights and laws to ensure the individual's rights are maintained.	
31.08	Develop and provide patient education and information on various resources and support groups available for the mentally ill, substance using or addictive patient, and family members.	
31.09	Demonstrate and understand the principles of the 12-step program model for recovery, the 12 steps and traditions, anonymity, key slogans, and use of sponsor.	
31.10	Demonstrate and discuss knowledge of local support groups, community mental health centers and developmental-disabled centers that provide support and assistance to patients and their families including AA (Alcoholics Anonymous), NA (Narcotics Anonymous), MARA (Medication Assisted Recovery Anonymous), and OA (Overeaters Anonymous).	
31.11	Conduct individual, group and family presentations and discussions to facilitate patient recovery and wellness, communicating clear goals, ground rules, expectations, and recognizing group dynamics and processes.	
31.12	Display awareness of demographics of group participants (gender, culture, age, socioeconomic status); awareness of participant’s cognitive and developmental stages, readiness for education on subject and comprehension ability.	
31.13	Identify different kinds of human trafficking, including child trafficking, and steps taken to avoid unsafe situations and to prevent exploitation.	
31.14	Demonstrate and practice effective communication techniques (verbal and nonverbal) and use of possible role play, skits, handouts and creative supplements of content to be discussed or presented, assuring client safety and knowing possible “triggers”.	
32.0	Perform skills, examine, measure and interpret documentation related to direct care and recovery support system in various types of community and treatment settings as a member of a multidisciplinary team. – The student will be able to:	
32.01	Orient individuals receiving services to the program.	
32.02	Conduct initial screenings or other interviews to inform assessments.	
32.03	Participate as a member of the individual's treatment team and assist in implementation of treatment plans.	
32.04	Directly observe and support or redirect behaviors of individual's receiving services.  	
32.05	Document and communicate observations of individuals to the treatment team.  	
32.06	Teach activities of daily living, including self-care, budgeting, chores, daily schedules, etc.	
32.07	Construct a spreadsheet outlining the chain of command, multidisciplinary roles, and scope of practice of the multidisciplinary team at various treatment centers.	
32.08	Assess stress management and incorporate effective techniques in the recovery and rehabilitation process.	
32.09	Organize, supervise and/or encourage participation in social, educational, or recreational activities that enhance the individual's interpersonal skills and social relationships.	
32.10	Lead prescribed psychoeducational individual or group sessions as part of established procedures and in accord with the treatment plan.  	
32.11	Demonstrate ability to function independently without constant supervision, showing respect for coworkers and following and interpreting the organizational chart.	
32.12	Engage and assist individuals to move through the recovery process and develop recovery capital.	
32.13	Assist and motivate individuals to access and successfully navigate the array of community resources and recovery support services available to achieve and maintain recovery.	
32.14	Maintain own proper physical, emotional, and mental health through application of proper body mechanics, use of healthy coping mechanisms, ability to have self- awareness skills and seek healthy support when necessary.	
32.15	Collaborate with other team members in proper application of patient assessment, planning, implementation and evaluation; functioning in various roles and capacities and promoting healthy interpersonal relationships.	
32.16	Relate unit problems and needs to the team leader; report violations of patients and assist in issuing consequences.	
32.17	Support hospital and residential policies and procedures as well as the procedure manual for the unit.	
32.18	Participate in the planning, decision-making through staff meetings and professional development.	
33.0	Provide biological, psychological and social support in conflict resolution and safety techniques. – The student will be able to:	
33.01	Discuss family roles, their significance to health, and the impact on their physical and mental status.	
33.02	Recognize and respond to conflicts using positive conflict resolution strategies.	
33.03	Recognize and respond to signs of potential crisis by using de-escalation techniques and/or other crisis prevention and intervention strategies.	
33.04	Monitor and maintain the environment of care to ensure safety of the individual, yourself and coworkers.	
33.05	Ensure quality patient care by developing good rapport while displaying empathy, respect, and nonjudgmental attitude towards the patient’s needs.    	
33.06	Respond to patient and family emotional needs.	
33.07	Articulate and portray knowledge of multicultural considerations while communicating with patients, families, and staff.	
33.08	Provide positive feedback for acceptable behaviors while reinforcing that others care.	
33.09	Cultivate simple, clear and direct communication techniques, which enable an effective exchange of information, ideas, feelings, and trust.	
33.10	Investigate and analyze causes of mass shootings in schools and how they can be prevented.	
33.11	Design a video, film or presentation explaining and/or illustrating the risks of vaping, marijuana, opioid, prescription drug misuse, alcohol consumption, drug addiction and the physical effects on the human body.	
33.12	Compare and contrast between direct and open-ended questioning, verbal and non-verbal cues, therapeutic communication techniques vs. nontherapeutic communication blocks, and effective vs. non-effective communication techniques.	
34.0	Practice and perform duties, demonstrating professional responsibility and scope of practice. – The student will be able to:	
34.01	Maintain confidentiality in accordance with federal and state laws.	
34.02	Document services in accordance with agency policy and procedure.	
34.03	Perform all duties in accordance with federal, state, and local laws, rules and regulations.	
34.04	Perform all duties in accordance with published codes of ethics, professional conduct and scope of service.	
34.05	Provide services without discrimination or preference based on age, ethnicity, culture, race, disability, gender identify, religion, sexual orientation or socio-economic status.  	
34.06	Understand, compare and contrast the scope of practice for psychiatric technicians including behavioral health technicians and mental health technicians.	
34.07	Seek and follow supervisory guidance as necessary and appropriate to completely perform assigned duties.	
34.08	Demonstrate a working knowledge of and use personal safety and self-care strategies.	
34.09	Identify and apply steps to minimize the harmful effects of stereotypes and the stigma associated with mental illness.	
34.10	Compare and contrast the scope of practice for healthcare support workers, health technologists and technicians, community health workers, mental health counselors, healthcare social workers, substance abuse and behavioral disorder counselors, and mental health and substance abuse social workers.	
34.11	Produce an informational flyer directed toward secondary students recommending resources to help mental health in schools.	
34.12	Explore and evaluate behavioral health careers including careers in administration, education, human services, counseling, casework, rehabilitation, coordination, and crisis intervention.	
34.13	Establish and maintain a professional atmosphere for a safe and therapeutic environment, including respect for appropriate boundaries, use of touch, distance zones, setting consistent limits especially with manipulative behavior, and reporting violations and exploitive behaviors.	
34.14	Categorize intellectual developmental disabilities and their impact on the nervous system, sensory system, metabolism, development, and degenerative disorders.	
34.15	Teach patients, incorporating relevant and up-to-date educational information to ensure comprehension of assessment tools, wellness and disease concepts, causes of diseases and disorders, and interventions in behavioral health.	
34.16	Participate in ongoing professional educational activities to enhance practice knowledge and work performance.	
35.0	Demonstrate an understanding of various behavioral and mental health diseases and disorders, observable signs and symptoms, and general interventions. – The student will be able to:   	
35.01	Discuss observable signs and symptoms and demonstrate general interventions to be implemented for anxiety, bipolar, eating disorders, depression and suicide, neurodevelopmental disorders including autism spectrum disorder, and neurocognitive disorders including dementia.	
35.02	Discuss observable signs and symptoms and demonstrate general interventions to be implemented for Obsessive Compulsive Disorder (OCD), psychosis, schizophrenia, Alzheimer’s disease, personality disorders, substance use and addictive disorders, and trauma and stressor related disorders.	
35.03	Investigate anatomical and physiological concepts and action of the prefrontal cortex in mastering habits and managing pain.	
35.04	Demonstrate knowledge of pharmacology treatment, side effects, and be able to identify the patient’s adverse reactions.    	
35.05	Examine and critique prevention programs including drug education programs, health and wellness programs, stress management, community campaigns, and parenting programs.	
35.06	Examine and evaluate drugs that can alter functions enabling focus, control impulses, form flexible plans, use social intelligence and maintain motivation: stimulants, anxiety drugs, sleeping drugs, antidepressants, bipolar disorder drugs, anti-craving drugs, pain regulation, reinforcement, mental control, and habit-forming drugs.	
35.07	Validate and demonstrate knowledge of various types of therapies and its applications: complementary therapy, integrative therapy, and electroconvulsive therapy.	
35.08	Identify and classify the spectrum of interventions and treatment for mental health problems and the types of delivery of care in the stabilization and rehabilitation of the mental health patient.	
35.09	Display knowledge and explain the process of recovery and relapse prevention.	
35.10	Integrate knowledge of early intervention programs and their applications.	
35.11	Categorize and display knowledge of Individual therapy, group therapy, cognitive behavioral therapy, family therapy, education groups, support groups, and self-help groups.	
35.12	Design a case scenario modeling the differences between an involuntary and voluntary admission.	
35.13	Apply and integrate knowledge of different types of treatment and support including: long term care facilities, residential facilities, clinics, mobile outreach units, partial hospitalization programs, community health centers and developmental disability centers, and inpatient hospitalization (crisis intervention, detoxification, stabilization and case management).	
36.0	Perform skills and provide documentation related to caring for and supervising the mental health patient in various types of treatment settings. – The student will be able to:	
36.01	Apply legal and ethical concepts in decision making and examine safety and security issues to protect the patient.	
36.02	Demonstrate HIPAA, confidentiality, legal, and ethical considerations while caring for the mental health patient.	
36.03	Analyze and synthesize information from multiple sources comparing and contrasting neurological and psychological applications.	
36.04	Demonstrate correct documentation procedures and guidelines in regard to format, proper grammar and spelling, appropriate use of medical abbreviations, medical terminology, and types of charting and electronic medical records utilized at different facilities.  	
36.05	Conduct a project that requires application of statistical measurements and illustration of data concerning patient safety protocols.	
36.06	Perform a verbal report and accurately communicate to the healthcare team leader changes in patient conditions, vital signs, mood, behavior and/or recent or unreported events.	
36.07	Categorize and evaluate various assessment tools in behavioral health.	
36.08	Optimize group therapy sessions applying effective therapeutic communication and stress management skills.	
36.09	Provide safety and security measures for inpatient hospitalization including: crisis intervention, contraband check, room search, elopement precautions, frequent monitoring, suicide and homicide precautions.	
36.10	Compare and contrast subjective and objective observations.    	
36.11	Demonstrate observation and documentation skills of patient’s verbal and nonverbal communication, changes in thought processes, mood, and behavior.	
36.12	Practice and apply knowledge of infection control and blood borne pathogens on the mental health unit and while caring for the mental health patient.    	
36.13	Provide safety and security measures for outpatient and residential facilities and display knowledge of outpatient emergency procedures.    	
36.14	Assess, assist, and document patient’s vital signs, ADL’s (activities of daily living: hygiene, bathing, dressing, nutrition and elimination); group attendance, and interactions with staff, patients, and visitors.      	
36.15	Recognize and report signs of child abuse and neglect, domestic violence, and human trafficking; compare most recent state and federal laws and interpret findings.	
36.16	Demonstrate practical skills in First Aid and CPR, HIV/AIDS and Bloodborne Pathogens, Safety, Ethics, Confidentiality and Patient’s Rights.	
36.17	Demonstrate the ability to observe and document physical signs and symptoms of patient responses to medications, drug use or change in condition and change in vital signs.	
36.18	Verify and chart events accurately, writing appropriate time, sequence, and place.	
36.19	Participate and demonstrate competency in mandatory abuse reporting, verbal de-escalation techniques, identification and treatment of substance abuse and mental health disorders, basic psychopharmacology and side effects of medications, and clinical risk and client competency assessments.	
36.20	Collaborate with members of a healthcare team in the clinical setting to coordinate and provide patient care.	
Additional Information

Laboratory Activities

Laboratory investigations that include scientific inquiry, research, measurement, problem solving, emerging technologies, tools and equipment, as well as, experimental, quality, and safety procedures are an integral part of this career and technical program/course. Laboratory investigations benefit all students by developing an understanding of the complexity and ambiguity of empirical work, as well as the skills required to manage, operate, calibrate and troubleshoot equipment/tools used to make observations. Students understand measurement error; and have the skills to aggregate, interpret, and present the resulting data. Equipment and supplies should be provided to enhance hands-on experiences for students.

Florida Standards for English Language Development (ELD)
English language learners communicate for social and instructional purposes within the school setting. ELD.K12.ELL.SI.1 

English Language Development (ELD) Standards Special Notes:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: http://www.cpalms.org/uploads/docs/standards/eld/SI.pdf.
For additional information on the development and implementation of the ELD standards, please contact the Bureau of Student Achievement through Language Acquisition at SALA@fldoe.org.

Special Notes

The occupational standards and benchmarks outlined in this secondary program correlate to the standards and benchmarks of the postsecondary program with the same Classification of Instructional Programs (CIP) number.

Following the completion of the Health Science Core, the student is eligible to take the National Health Care Foundation Skill Standards Assessment with instructor approval and the completion of a portfolio. 

This program meets the Department of Health’s education requirements for HIV/AIDS, Domestic Violence and Prevention of Medical Errors.  Although not a requirement for initial licensure, it is a requirement for renewal, therefore the instructor may provide a certificate for renewal purposes to the student verifying these requirements have been met.

This program requires a clinical component of approximately 50% the length of the course following the health science core. A portion of the clinical experience can be achieved through simulation when appropriate.  

Upon successful completion of the program, students may seek certification as a Certified Behavioral Health Technician (CBHT) through The Florida Certification Board (FCB). Please refer to the FCB for requirements, policies, and procedures at https://flcertificationboard.org/

In addition, program completers may seek certification as a Certified Community Health Worker and Certified Healthcare Support Specialist through certification boards and agencies offering the industry certifications. 

Career and Technical Student Organization (CTSO)

HOSA: Future Health Professionals is the intercurricular career and technical student organization 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. 

Cooperative Training – OJT

On-the-job training is appropriate but not required for this program. Whenever offered, the rules, guidelines, and requirements specified in the OJT framework apply. 

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. 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 course or a modified course.  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 a Career and Technical Education (CTE) course.  The student should work on different competencies and new applications of competencies each year toward completion of the CTE course.  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.

Additional Resources

For additional information regarding articulation agreements, Bright Futures Scholarships, Fine Arts/Practical Arts Credit and Equivalent Mathematics and Equally Rigorous Science Courses please refer to:
http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/program-resources.stml