• Interpersonal Studies Syllabus

    Interpersonal Studies
    a. General requirements. This course is recommended for students in grades 10-12. Recommended prerequiste: Principals of Human Services. 
     
    (1) This course examines how the relationships between individuals and among family members significantly affect the quality of life. Students human development to enhance personal development, foster quality relationships, promote wellness of family members, manage multiple adult roles, and pursue careers related to counseling and mental health services.

    (2) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

    (c) Knowledge and skills.

     

    (1) The student evaluates factors related to personal development. The student is expected to:

    (A) investigate factors that affect personal identity, personality, and self-esteem;

    (B) analyze how the family influences the development of personal identity and self-esteem of all family members, including those with special needs; and

    (C) propose strategies that promote physical, emotional, intellectual, and social development.

     

    (2) The student determines short-term and long-term implications of personal decisions. The student is expected to:

    (A) summarize the decision-making process;

    (B) discuss consequences and responsibilities of decisions; and

    (C) evaluate the effect of decisions on health, well-being, family, interpersonal relationships, employment, and society as a whole.

     

    (3) The student analyzes considerations related to the transition to independent adulthood. The student is expected to:

    (A) analyze adjustments related to achieving independence; and

    (B) explore responsibilities of living as an independent adult.

     

    (4) The student analyzes the family's role in relationship development. The student is expected to:

    (A) examine the development of relationships;

    (B) investigate the family's role in fostering the abilities of its members to develop healthy relationships; and

    (C) analyze effects of cultural patterns on family relationships.

     

    (5) The student analyzes relationship development outside the family. The student is expected to:

    (A) explore ways to promote positive friendships;

    (B) assess the influence of peers on the individual;

    (C) determine appropriate responses to authority figures; and

    (D) propose ways to promote an appreciation of diversity.

     

    (6) The student determines factors related to marital success. The student is expected to:

    (A) discuss functions and roles of dating;

    (B) analyze components of a successful marriage; and

    (C) examine communication skills and behaviors that strengthen marriage.

     

    (7) The student determines methods that promote an effective family unit. The student is expected to:

    (A) describe diverse family structures;

    (B) identify the function of individuals within the family;

     

    (8) The student determines how changes occurring throughout the family life cycle impact individuals and families. The student is expected to:

    (A) describe the stages of the family life cycle;

    (B) examine roles and responsibilities of individuals and family members throughout the family life cycle;

    (C) analyze financial considerations related to the family life cycle;

    (D) predict the effects of technological advances on families throughout the family life cycle; and

    (E) formulate a plan for effective management of technology on families throughout the family life cycle.

     

    (9) The student analyzes types of needs and crises experienced by individuals and families. The student is expected to:

    (A) categorize types of crises and their effect on individuals and families;

    (B) determine strategies for prevention and management of individual and family problems and crises;

    (C) identify resources and support systems that provide assistance to families in crisis;

    (D) assess management strategies and technology available to meet special needs of family members; and

    (E) summarize laws and public policies related to the family.

     

    (10) The student determines stress-management techniques effective for individuals and families. The student is expected to:

    (A) describe the impact of stress on individuals and relationships;

    (B) identify factors contributing to stress;

    (C) practice creative techniques for managing stress; and

    (D) implement positive strategies for dealing with change.

     

    (11) The student determines opportunities and preparation requirements for careers in counseling and mental health services. The student is expected to:

    (A) determine employment and entrepreneurial opportunities and preparation requirements for careers in the field of counseling and mental health services;

    (B) determine how interests, abilities, and personal priorities affect career choice; and

    (C) propose short-term and long-term career goals.

      

    (12) The student exhibits employability skills. The student is expected to:

    (A) practice effective verbal, nonverbal, written, and electronic communication skills;

    (B) analyze the influence of cultural background on patterns of communication

     

    (D) determine ethical practices in the workplace; and

    (E) use leadership and team member skills in problem-solving situations.

    (13) The student analyzes management practices facilitating individuals assuming multiple family, community, and wage-earner roles. The student is expected to:

    (A) determine the impact of career choice on family life;

    (B) describe the effect of family life on workplace productivity;

    (C) determine employment practices and trends that support families; and

    (D) explain how technology impacts career options and family roles.

     

     

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  • Lifetime Nutrition and Wellness Syllabus

    §130.245. Lifetime Nutrition and Wellness (One-Half to One Credit).

    (a) General requirements. This course is recommended for students in Grades 10-12. Recommended prerequisite: Principles of Human Services, Principles of Hospitality and Tourism, Principles of Health Science, or Principles of Education and Training.

    (b) Introduction.

    (1) This laboratory course allows students to use principles of lifetime wellness and nutrition to help them make informed choices that promote wellness as well as pursue careers related to hospitality and tourism, education and training, human services, and health sciences.

    (2) Students are encouraged to participate in extended learning experiences such as career and technical student organizations and other leadership or extracurricular organizations.

    (c) Knowledge and skills.

    (1) The student understands the role of nutrients in the body. The student is expected to:

    (A) classify nutrients, their functions, and food sources and compare the nutritive value of various foods;

    (B) assess the effects of nutritional intake on health, appearance, effective job performance, and personal life;

    (C) analyze and apply various dietary guidelines throughout the life cycle, including pregnancy, infancy, childhood, and late adulthood; and

    (D) compare personal food intake to recommended dietary guidelines.

    (2) The student understands the principles of digestion and metabolism. The student is expected to:

    (A) describe the processes of digestion and metabolism;

    (B) calculate and explain basal and activity metabolisms and factors that affect each;

    (C) apply knowledge of digestion and metabolism when making decisions related to food intake and physical fitness;

    (D) locate community resources that promote physical activity and fitness; and

    (E) explain the relationship of activity levels and caloric intake to health and wellness, including weight management.

    (3) The student demonstrates knowledge of nutritionally balanced diets. The student is expected to:

    (A) research the long-term effects of food choices;

    (B) outline strategies for prevention, treatment, and management of diet-related diseases such as diabetes, hypertension, childhood obesity, anorexia, and bulimia; Adopted to be effective August 23, 2010.

    (C) determine the effects of food allergies and intolerances on individual and family health;

    (D) plan diets based on life cycle, activity level, nutritional needs, portion control, and food budget;

    (E) develop examples of therapeutic diets;

    (F) analyze advertising claims and fad diets with the recommendations of the Recommended Dietary Allowances;

    (G) analyze current lifestyle habits that may increase health risks;

    (H) identify community programs that provide nutrition and wellness services;

    (I) examine the nutritional value of fast foods and convenience foods;

    (J) read and interpret food labels; and

    (K) examine and explain nutritional serving sizes.

    (4) The student understands safety and sanitation. The student is expected to:

    (A) demonstrate safe and sanitary practices in the use, care, and storage of food and equipment;

    (B) explain types and prevention of food-borne illnesses; and

    (C) practice appropriate dress and personal hygiene in food preparation.

    (5) The student demonstrates knowledge of food management principles. The student is expected to:

    (A) read and comprehend standard recipes;

    (B) correctly use standard measuring techniques and equipment;

    (C) demonstrate correct food preparation techniques, including nutrient retention;

    (D) use food buying strategies such as calculating food costs, planning food budgets, and creating grocery lists;

    (E) demonstrate food preparation techniques to reduce overall fat and calories;

    (F) practice etiquette, food presentation, and table service appropriate for specific situations; and

    (G) apply food storage principles.

    (6) The student demonstrates effective work habits. The student is expected to:

    (A) participate as an effective team member demonstrating cooperation and responsibility;

    (B) apply effective practices for managing time and energy to complete tasks on time; and

    (C) practice problem solving using leadership and teamwork skills.

    (7) The student investigates careers in nutrition. The student is expected to:

    (A) compare and contrast education or training needed for careers in nutrition;

    (B) establish personal short-term and long-term career goals; and

    (C) analyze entrepreneurial opportunities in nutrition.

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