Practicum in Human Services Course Outline

The lessons in this course may be used in any sequence. The suggested sequence order is as follows:

All TEKS Overview

I. Career Planning

A. Resume
B. Portfolio
C. Pre-employment testing
D. Interview skills
E. Careers in human services
F. Professional organizations

  • (1) The student analyzes career paths within the human services industries. The student is expected to:
    • (A) review careers within the human services career cluster
    • (B) complete a resumé
    • (C) create an employment portfolio for use when applying for internships and work-based learning opportunities in human services careers
    • (D) demonstrate appropriate interviewing skills to seek employment or job shadowing experiences
    • (E) analyze the effects of the human services industry on local, state, national, and global economies
    • (F) analyze the role of professional organizations in human services professions

II. Leadership and Teamwork

A. Leadership

  • 1. Styles of leadership
  • 2. Leadership skills

B. Teamwork
C. Employer expectations and organizational priorities
D. Job performance and evaluations
E. Job termination

  • (2) The student uses oral and written communication skills and solves problems using critical-thinking skills. The student is expected to:
    • (F) consult with colleagues or those knowledgeable in a field of expertise when needed to expedite solutions to problems such as referring a client to others if the client will be better served
    • (G) develop client recommendations using appropriate strategies such as analyzing client’s assets and evaluating and choosing options for maximum return and minimum risk
  • (6) The student uses leadership and teamwork skills in collaborating with others.
    The student is expected to:

    • (A) use leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives
    • (B) establish and maintain working relationships with all levels of personnel
    • (C) propose organizational priorities to ensure quality

III. Communication Skills

A. Types of effective communication
B. Customer and client relationships
C. Problem solving
D. Role playing customer and business relations

  • (2) The student uses oral and written communication skills and solves problems using critical-thinking skills. The student is expected to:
    • (A) discuss human services research findings in everyday language keeping instruction at an appropriate level
    • (B) practice effective verbal, nonverbal, written, and electronic communication skills
    • (C) use communication skills such as ability to empathize, motivate, listen attentively, speak courteously and respectfully, defuse client’s anger or skepticism, resolve conflicting interests, and respond to client objections or complaints to the client’s satisfaction
    • (D) apply client service techniques to complete transactions such as managing and defusing objections with courtesy, persuading the client to agree with an acceptable transaction, facilitating client’s follow-through with the transaction, and maintaining client relationship as client returns for services and refers others
    • (E) evaluate client resources versus product costs and client risk tolerance level such as evaluating client resources versus cost, educating client about most beneficial choices, and recommending best products, plans, or services for the client
  • (8) The student selects and uses appropriate business procedures and equipment to produce satisfying client outcomes and business success. The student is expected to:
    • (C) respond to client questions appropriately
    • (D) advise customers using appropriate and relevant information

IV. Ethical and Legal Responsibilities

A. Labor laws

  • 1. Discrimination
  • 2. Americans with Disabilities Act
  • 3. Sexual harassment

B. Diversity

  • (7) The student describes and observes ethical and legal responsibilities associated with providing human services to assure the best interests of clients. The student is expected to:
    • (A) model behaviors that demonstrate stewardship of client assets such as providing beneficial help and suggestions to clients, evaluating when a client needs an advocate, and following through with meeting these needs
    • (B) model ethical behaviors in the relationship with human services clients such as offering prompt, honest, and efficient services; protecting clients from fraud, deceit, or misrepresentation; immediately disclosing any conflicts of interest; and making recommendations for service based on the preferences and needs of the client
    • (C) comply with laws and regulations related to retail, governmental, or private services

V. Healthy Work Environment

A. Evaluating the work environment
B. Functional work environment

  • 1. Flow of work stations
  • 2. Arrangement of equipment
  • 3. Ergonomics

C. Emotionally safe work environment

  • 1. Diversity
  • 2. Discrimination
  • 3. Sexual harassment
  • 4. Non-threatening environment
  • (5) The student establishes a physically and psychologically healthy environment
    to inspire client confidence in services provided. The student is expected to:

    • (A) identify locations suitable to offer human services safely such as accessibility to transportation, safety, and security of the location
    • (B) incorporate a functional work environment, equipment needs, and required utilities for offering human services
    • (C) create a psychologically suitable environment such as implementing elements of a non-threatening environment or using social skills needed for a diverse population
    • (D) employ emergency procedures as necessary to provide aid in workplace accidents
    • (E) employ knowledge of response techniques to create a disaster and
      emergency response plan
  • A Safe and Welcoming Environment for All (5 A, B, C)

VI. Business Tools, Equipment, and Procedures

A. Correct use of tools and equipment

  • 1. Calculator
  • 2. Computer; software
  • 3. Job-specific tools and equipment

B. Business procedures and documents

  • 1. Letters, reports, memos, ledgers, and media presentations
  • 2. Orders and billing
  • 3. Files

C. Communication tools

  • 1. E-mail
  • 2. Telephone
  • 3. Video and teleconference
  • 4. Internet
  • 5. Headsets
  • 6. E-commerce
  • (3) The student uses business tools or procedures to create human services information and facilitate client interactions. The student is expected to:
    • (A) manage numerical information such as using a calculator to add, subtract, multiply, or divide accurately
    • (B) perform complex calculations accurately
    • (C) use appropriate electronic resources to access current information
    • (D) use word-processing, database, spreadsheet, or presentation software to manage data
    • (E) practice email applications to communicate within a workplace
    • (F) use specialized software to prepare needed documents accurately
  • (8) The student selects and uses appropriate business procedures and equipment to produce satisfying client outcomes and business success. The student is expected to:
    • (A) manage funds using appropriate technology
    • (B) place orders for customers and supplies using sound business

VII. Business Economics

A. Types of economic systems
B. Supply and demand
C. Competition
D. Government involvement
E. Types of business organizations
F. Structures within each business
G. Management of products and services

  • (4) The student identifies how key organizational systems affect organizational
    performance and the quality of products and services. The student is expected

    • (A) examine global context and all aspects of industries and careers
    • (B) apply principles of planning, design, development, and evaluation to accomplish long-range goals
    • (C) implement quality-control systems and practices to ensure quality products and services

VIII. Portfolio

A. Produce portfolio
B. Present portfolio

  • (9) The student documents technical knowledge and skills. The student is expected to:
    • (A) update a professional portfolio to include:
      • (i) attainment of technical skill competencies
      • (ii) licensures or certifications
      • (iii) recognitions, awards, and scholarships
      • (iv) extended learning experiences such as community service and active participation in career and technical student organizations and professional organizations
      • (v) abstract of key points of the practicum
      • (vi) resumé
      • (vii) samples of work
      • (viii) evaluation from the practicum supervisor
  • (B) present the portfolio to all interested stakeholders such as in a slide or
    poster presentation.

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