FAMILY CONSUMER SCIENCES An Introduction

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FAMILY & CONSUMER SCIENCES: An Introduction
Mission Family and Consumer Sciences Education prepares students to engage in the work of the family by critically examining recurring
concerns of the family and proactively working toward individual, family and community well-being. Our role is to prepare
all students for life, work and citizenship through the unique focus on the work of the family.

Work of the Family The work of the family is the action of family members to develop individual potential, meet the needs of the family group,
and influence community goals. The work of the family includes (1) providing the environment for family members to
mature fully (to think, feel and act), (2) helping family members see the relationship to one another and within society,
(3) examining the power of the family within society, (4) transmitting culture and tradition to younger generations,
(5) developing lasting, nurturant relationships, (6) using the family systems of action to teach family members to be self-
directed and socially responsible, and (7) developing the social action to promote conditions that enhance family life.*

Recurring Concerns Recurring concerns of the family are broad questions of social significance about what action to take. They are ongoing in
that the same questions come up again and again in different situations and generations. A major recurring concern is
What kind of life should we create and live as a family and society? Other concerns focus on how families relate to
various forces and conditions affecting their lives and the environments in which they live, work, and contribute, such as
the home, workplace, neighborhood, community, and world. How and whether families address these concerns can have
a strong impact not only on individual members of a family, but also on society at large. Students need to develop the
skills necessary to identify and understand recurring concerns of families.*

Practical Reasoning Practical reasoning is a special kind of thinking process that individuals and families can use in everyday problem-solving
situations to help them investigate complex issues or questions of concern to the family. Family members use their critical-
and creative- thinking skills and communication to search for and process relevant information from a variety of sources.
They organize and use this information to reach a conclusion about what should be done. The culmination of the practical
reasoning process is taking ethical action. These processes allow individuals and families to approach everyday problem
solving more deliberately, with greater flexibility, and increased open-mindedness.*

Family Action The actions families take in response to their concerns have significant consequences for themselves and
(Systems of Action) others. Three types of action family members take to accomplish their goals are technical, communicative and
emancipative. Families use technical information, methods, tools, and action to manage their environment and provide for
the physical well-being of family members. Family members use communicative action to understand each other, to
resolve recurring concerns, to build nurturing relationships, and to establish connection to the outside world. Emancipative
action (sometime called reflective action) helps family members identify and evaluate attitudes, beliefs, and patterns of
thinking and acting that can block critical thinking and communication. Students who use their understandings about
family action can actively participate in their own development and influence the conditions of their lives now and in the
future.*

* adapted from Wisconsin s Model Academic Standards for Family & Consumer Education. (1997) Wisconsin Department
of Public Instruction.
Family & Consumer Sciences - 1
MAJOR CATEGORY........................................................................................................................................................... REASONING FOR ACTION
FAMILY & CONSUMER SCIENCES ESSENTIAL LEARNINGS LINK TO L.E.A.R.N.S.

FCS 6-12.1.0 Use reasoning processes, individually and collectively, to address broad, Develop the skills needed for informed participation
recurring concerns and to take responsible action in families, workplaces, and in public affairs. (SS/H 12.4.15)
communities.
Develop an understanding of change over a period of
1.0.1 Demonstrate an understanding of the nature of recurring concerns and time. (S 12.1.5)
methods for their resolution.
1.0.1.1 Describe recurring concerns facing individuals, families and Locate, access & evaluate resources to identify
society. appropriate information. (R/W 12.1.2)
1.0.1.2 Analyze the three systems of action which interact in the
resolution of recurring concerns. Apply listening skills for a variety of purposes (R/W
12.4.1)
1.0.2 Apply practical reasoning to investigate a family-related concern.
1.0.2.1 Identify recurring concerns in one s life. Identify the basic facts and essential ideas in what
1.0.2.2 Demonstrate the practical reasoning process. they have read or viewed. (R/W 12.1.1)
1.0.2.3 Take responsible action to resolve recurring concerns.
1.0.2.4 Use reflective thinking to consider what is being learned from Pose questions and contribute their own information
the experience. or ideas in group discussions in order to acquire new
knowledge. (R/W 12.3.1)
1.0.3 Demonstrate knowledge of and respect for diverse populations in order to
make reasoned decisions in the family, workplace and community. Apply sampling techniques to gather data, organize,
display, and interpret data to solve complex
problems. (M 12.5.1)

Justify the reasonableness of solutions. (M12.2.2)

Make oral presentations that demonstrate
appropriate considerations of audience, purpose and
information to be conveyed. (R/W 12.3.2)

Family & Consumer Sciences - 2

MAJOR CATEGORY........................................................................................................................................................INDIVIDUALS AND FAMILIES

SUB-CATEGORY ...................................................................................................................... INTERPERSONAL RELATIONSHIPS
FAMILY & CONSUMER SCIENCES ESSENTIAL LEARNINGS LINK TO L.E.A.R.N.S.

FCS 6-12.2.0 Analyze committed, respectful and caring relationships in family, work and Pose questions and contribute their own
community settings. information or ideas in group discussions in order
to acquire new knowledge. (R/W 12.3.1)
2.1 Analyze personal needs and characteristics and their impact on interpersonal
relationships. (FCSNS 13.2) Develop an understanding of the role of science
and technology in local, national and global
2.2 Demonstrate communication skills that contribute to positive relationships. (FCSNS challenges. (S 12.7.6)
13.3)
Apply listening skills for a variety of purposes (R/W
2.2.1 Practice ethical communication in family, community and work settings. 12.4.1)
2.2.2 Examine the interrelationships of communication and technology in family,
work, and community settings. Analyze the forces of conflict and cooperation.
2.2.3 Examine communication styles and their effects on relationships in families, (SS/H 12.2.14)
work, and community settings.
Analyze how certain cultural characteristics can link
2.3 Demonstrate one s responsibility in interpersonal relationships. or divide regions, such as language, ethnic
heritage, religion, political philosophy, shared
2.4 Evaluate effective conflict prevention and management techniques. (FCSNS 13.4) history, and social and economic systems. (SS/H
12.2.4)

Develop the skills needed for informed participation
in public affairs. (SS/H 12.4.15)

Family & Consumer Sciences - 3
MAJOR CATEGORY........................................................................................................................................................INDIVIDUALS AND FAMILIES

SUB-CATEGORY ............................................................................................................................................ FAMILY AS A SYSTEM

FAMILY & CONSUMER SCIENCES ESSENTIAL LEARNINGS LINK TO L.E.A.R.N.S.
FCS 6-12.3.0 Evaluate the reciprocal relationship among individuals, the family and Analyze the impact of immigration on American life.
society. (SS/H 12.3.7)

3.0.1 Examine family as the basic unit of society. (FCSNS 6.1.1) Analyze how certain cultural characteristics can link
or divide regions, such as language, ethnic
3.0.2 Examine the multiple functions of the family, including developing self- heritage, religion, political philosophy, shared
forming individuals, transmitting culture and traditions, communicating societal history, and social and economic systems. (SS/H
expectations, and maintaining intergenerational connectedness. 12.2.4)

3.0.3 Determine the impact of change and transitions over the life span. (FCSNS Analyze past and present trends in human
6.1.6) immigration and cultural interaction as they are
influenced by social, economic, political, and
environmental factors. (SS/H 12.2.6)
3.1 Determine and analyze the characteristics of strong families regardless of family
structure.

3.2 Analyze how knowledge and skills related to individual, child and family development
affect the well-being of individuals, families and society. (MD 2.3)
3.2.1 Examine the qualities of a self-forming person. (NE Framework B-29)
3.2.2 Utilize skills and processes necessary to develop into a self-forming person
who acts to enhance the family and/or society.

Family & Consumer Sciences - 4
MAJOR CATEGORY........................................................................................................................................................INDIVIDUALS AND FAMILIES

SUB-CATEGORY ............................................................................................................................................................. PARENTING

FAMILY & CONSUMER SCIENCES ESSENTIAL LEARNINGS LINK TO L.E.A.R.N.S.
FCS 6-12.4.0 Analyze roles and responsibilities of parenting. (FCSNS 15.1)

4.0.1 Determine effects of parenting practices on the individual, family and Develop an understanding of the behavior of
society. organisms. (S 12.4.6)

4.0.2 Determine societal conditions that impact parenting across the life span. Analyze past and present trends in human
(FCSNS 15.1.4) migration and cultural interaction as they are
influenced by social, economic, political, and
environmental factors. (SS/H 12.2.6)
4.1 Evaluate parenting practices that maximize growth and development.
Analyze the patterns of urban development, such
4.1.1 Identify communication strategies that promote positive self-esteem in as site and situation, the function of towns and
family members. (FCSNS 15.2.2) cities; and problems related to human mobility,
social structure, and the environment. (SS/H
4.1.2 Analyze nurturing practices. 12.2.10)

4.1.3 Evaluate practices of interaction that encourages appropriate behavior. Locate, access & evaluate resources to identify
appropriate information. (R/W 12.1.2)
4.1.4 Determine criteria for selecting care and services for children.

Family & Consumer Sciences - 5
MAJOR CATEGORY........................................................................................................................................................INDIVIDUALS AND FAMILIES

SUB-CATEGORY ...............................................................................................................HUMAN GROWTH AND DEVELOPMENT

FAMILY & CONSUMER SCIENCES ESSENTIAL LEARNINGS LINK TO L.E.A.R.N.S.

FCS 6-12.5.0 Analyze principles of human growth and development across the life span. Develop an understanding of reproduction and
(FCSNS 12.1) heredity. (S 8.4.2)
5.0.1 Examine physical, emotional, social and intellectual development and their
interrelationships. Develop an understanding of regulation and
behavior. (S 8.4.3)
5.1 Analyze conditions that influence human growth and development. (FCSNS 12.2)
5.1.1 Investigate the impact of heredity and environment on human growth and Develop an understanding of population,
development. (FCSNS 12.2.1) resources, and environments. (S 8.7.2)
5.1.2 Examine the effects of life events on individuals physical, and emotional
development (FCSNS 12.2.4) Develop an understanding of risks and benefits.
(S 8.7.4)
5.2 Analyze strategies that promote growth and development across the life span.
(FCSNS 12.3) Develop an understanding of personal and
5.2.1 Examine the role of nurturance on human growth and development. community health. (S 12.7.1)
(FCSNS 12.3.1)
5.2.2 Examine the role of communication on human growth and development. Develop an understanding of the effects of
(FCSNS 12.3.2) population change. (S 12.7.2)
5.2.3 Examine the role of support systems in meeting human growth and
development needs. (FCSNS 12.3.3) Develop an understanding of environmental quality.
(S 12.7.4)

Family & Consumer Sciences - 6
MAJOR CATEGORY...................................................................................................................................... PERSONAL AND FAMILY RESOURCES

SUB-CATEGORY ....................................................................................................... CONSUMER RESOURCES & MANAGEMENT

FAMILY & CONSUMER SCIENCES ESSENTIAL LEARNINGS LINK TO L.E.A.R.N.S.

FCS 6-12.6.0 Analyze how knowledge and skills involving consumer and resource Discuss, develop, and implement a plan for making informed
personal economic decisions. (SS/H 12.4.27)
management affect decisions related to the well-being of individuals, families and society.
Analyze the United States market economy identifying factors
6.0.1 Analyze interrelationships among consumer actions, the economy and the such as: the relationships of households, firms, and
government. (SS/H 12.4.17)
environment.
Locate, access, and evaluate resources to identify appropriate
6.0.2 Evaluate consumer policies, information and services, including those that information. (R/W 12.1.2)
relate to consumer rights and responsibilities.
Explain the rights, responsibilities, and benefits of citizenship in
the United States and Nebraska. (SS/H 12.4.14)
6.0.3 Analyze factors (i.e., social, psychological, economic, cultural) affecting
consumer and management decisions for individuals and families throughout the Develop an understanding about science and technology. (S
life cycle and how those decisions impact society. 12.6.2)

Apply sampling techniques to gather data, organize, display,
6.0.4 Analyze factors and evaluate issues related to resource management and interpret data to solve complex problems. (M 12.5.1)
decisions of individuals and families across the life span.
Interpret theoretical probability to represent problems, solve
6.0.5 Demonstrate management of personal and financial resources to meet the problems and make informal decisions. (M 12.5.3)
goals of individuals and families across the life span. Develop an understanding of environmental quality. (S 12.7.4)

6.0.6 Evaluate the impact of technology on individual and family resources. Diagram the concepts of scarcity, opportunity costs, and the
(FCSNS 2.4) types of economic systems that deal with unlimited wants and
limited resources (SS/H 12.4.19)

Explain the interrelationship of producers, consumers and
government in the American economic system. (SS/H 12.4.24)

SUB-CATEGORY ........................................................................................................................ NUTRITION / WELLNESS / FOODS

FAMILY & CONSUMER SCIENCES ESSENTIAL LEARNINGS LINK TO L.E.A.R.N.S.

FCS 6-12.7.0 Demonstrate nutrition and wellness practices that enhance individual and Develop an understanding of personal and
family well being. community health. (S 12.7.1)
7.0.1 Identify nutritional needs of individuals and families. Locate, access, and evaluate resources to identify
appropriate information.
7.0.2 Incorporate health and wellness practices across the life span. (R/W 12.1.2)

7.0.3 Demonstrate ability to acquire, handle, and use foods to meet nutrition and Solve. . .applied problems using numbers in
wellness needs of individuals and families across the life span. (FCSNS 14.3) equivalent forms,. . .fractions, decimals, and
percents, ratios and proportions, order of
7.0.4 Analyze factors that influence nutrition and wellness practices across the operations, and properties of real numbers.
life span. (M 12.2.1)

7.0.5 Analyze factors (i.e., social, psychological, economic, cultural) affecting Select and use appropriate measuring units, tools,
nutrition, wellness and foods decisions for individuals and families throughout the and/or technology to achieve a specified degree of
life cycle and how those decisions impact society. accuracy and precision. (M 12.3.1)

7.0.6 Evaluate factors that affect food safety, from production through Develop an understanding of the role of science
consumption. (FCSNS 14.4) and technology in local, national, and global
challenges. (S 12.7.6)
7.0.7 Evaluate the impact of science and technology on food composition, safety
and other issues.

Family & Consumer Sciences - 8
MAJOR CATEGORY...................................................................................................................................... PERSONAL AND FAMILY RESOURCES

SUB-CATEGORY ........................................................................................................................................ LIVING ENVIRONMENTS

FAMILY & CONSUMER SCIENCES ESSENTIAL LEARNINGS LINK TO L.E.A.R.N.S.

FCS 6-12.8.0 Analyze how knowledge and skills related to living Identify the basic facts and essential ideas in what they have read or viewed. (R/W
12.1.1)
environments affect the well being of individuals, families and society. (MD
2.2) Locate, access, and evaluate resources to identify appropriate information. (R/W 12.1.2)

8.0.1 Analyze the significance of the home for individuals and Develop an understanding of personal and community health.
(S 12.7.1)
families (MD 2 2 1)
families. (MD 2.2.1)
Compare and contrast the distribution, growth rates, and characteristics of human
population, such as settlement patterns and the location of natural and capital resources.
8.0.2 Demonstrate management of individual and family resources (SS/H 12.2.5)
in the living environment.
Select and use appropriate measuring units, tools, and/or technology to achieve a
specified degree of accuracy and precision. (M 12.3.1)
8.0.3 Evaluate issues related to living environments of individuals
and families throughout the life cycle. (MD 2.2.4) Discuss the economic goals of growth, stability, full employment, efficiency, equity and
justice, explaining the need for tradeoffs as these goals are pursued. (SS/H 12.4.20)
8.0.4 Analyze factors (i.e., social, psychological, economic,
Explain how forces of supply and demand in a market system answer basic economic
cultural) affecting living environment decisions for individuals and
questions, such as what to produce, how to produce, and for whom to produce. (SS/H
families throughout the life cycle and how those decisions impact 12.4.21)
society.
Develop an understanding of the role of science and technology in local, national, and
8.0.5 Evaluate the impact of technology on living environments. global challenges. (S 12.7.6)

Develop an understanding of natural resources. (S 12.7.3)

Students will evaluate the role of entrepreneurship in a market economy. (SS/H 12.4.26)

Diagram the concepts of scarcity, opportunity costs, and the types of economic systems
that deal with unlimited wants and limited resources. (SS/H 12.4.19)

Family & Consumer Sciences - 9

MAJOR CATEGORY...................................................................................................................................... PERSONAL AND FAMILY RESOURCES

SUB-CATEGORY ........................................................................................................................................ TEXTILES and APPAREL

FAMILY & CONSUMER SCIENCES ESSENTIAL LEARNINGS LINK TO L.E.A.R.N.S.

Locate, access, and evaluate resources to identify
FCS 6-12.9.0 Analyze how knowledge and skills related to textiles and apparel affect the appropriate information. (R/W 12.1.2)
well-being of individuals, families and society.
Develop an understanding of systems, order, and
9.0.1 Analyze factors (i.e., social, psychological, economic, cultural) affecting organization. (S 12.1.1)
textile and apparel decisions for individuals and families throughout the life cycle
and how those decisions impact society. Develop an understanding of evidence, models,
and explanation. (S 8.1.2)
9.0.2 Evaluate textile information and services. (MD 2.5.3)
Develop an understanding of the role of science
9.0.3 Care for and repair, alter or produce textile products and apparel. and technology in local, national, and global
challenges. (S 12.7.6)
9.0.4 Evaluate the impact of science and technology on apparel and textiles.
Solve. . .applied problems using numbers in
equivalent forms,. . .fractions, decimals, and
percents, ratios and proportions, order of
operations, and properties of real numbers.
(M 12.2.1)

Select and use appropriate measuring units, tools,
and/or technology to achieve a specified degree of
accuracy and precision. (M 12.3.1)

Family & Consumer Sciences - 10
MAJOR CATEGORY...................................................................................................................................................................... FAMILY AND WORK

SUB-CATEGORY .............................................................................................................................................................. WORK READINESS

NOTE: In this section the following definitions are used:
Work is a broad term that reflects both paid or unpaid, and in or out of the home. Career means one chosen area of employment.
FAMILY & CONSUMER SCIENCES ESSENTIAL LEARNINGS LINK TO L.E.A.R.N.S.

FCS 6-12.10.0 Demonstrate transferable and employability skills in family, community Identify the basic facts and essential ideas in what they
and work / career settings. have read or viewed. (R/W 12.1.1)

10.0.1 Examine how work impacts the individual and family financially, Locate, access, and evaluate resources to identify
appropriate information. (R/W 12.1.2)
emotionally, physically, socially, and intellectually.
Identify, describe, and apply knowledge of the structure
10.0.2 Demonstrate problem solving, teamwork, communication, conflict of the English language and standard English
resolution and self-management skills in family, community and work/career conventions for sentence structure, usage, punctuation,
settings. capitalization, and spelling.
(R/W 12.2.1)
10.0.3 Demonstrate job seeking and job keeping skills. (FCSNS 1.2.2)
10.0.3.1 Examine beliefs about job seeking and job keeping skills from Pose questions and contribute their own information or
various perspectives (employer, employee, self-employed, welfare ideas in group discussions in order to acquire new
knowledge. (R/W 12.3.1)
recipients, etc.)
10.0.3.2 Examine and demonstrate ethical behavior and professionalism Apply listening skills for a variety of purposes.
in seeking and keeping jobs. (R/W 12.4.1)

10.0.4 Examine potential career choices to determine the education, Analyze the forces of conflict and cooperation.
technologies, skills, and attitudes associated with each. (SS/H 12.2.14)

Apply sampling techniques to gather data, organize,
display, and interpret data to solve complex problems.
(M 12.5.1)

LINK TO L.E.A.R.N.S.
FAMILY & CONSUMER SCIENCES ESSENTIAL LEARNINGS

FCS 6-12.11.0 Analyze the interconnection of individual, family, career and community Locate, access, and evaluate resources to identify appropriate
relationships. information. (R/W 12.1.2)

11.0.1 Examine policies, issues and trends in the workplace and community Develop the skills needed for informed participation in public
affairs (SS/H 12.4.15)
that impact individuals and families (FCSNS 1.1.1)
Analyze in writing, discussion and debate current issues
11.0.2 Examine the impact of public policies, agencies, and institutions on the confronting local, state, and national governments in terms of
family (FCSNS 1.3.5) perennial challenges to democracies. (SS/H 12.4.7)

11.0.3 Examine community resources and systems of formal and informal Demonstrate an understanding of the rights and
support available to individuals and families (FCSNS 1.3.4) responsibilities of citizens in America. (SS/H 8.3.8)

11.0.4 Analyze the impact of individual roles and responsibilities within the Analyze past and present trends in human migration and
cultural interactions as they are influenced by social,
family,
economic, political, and environmental factors. (SS/H 12.2.6)
work / career, and community.
Develop an understanding of the effects of population change.
(S 12.7.2)

Develop an understanding of environmental quality. (S 12.7.4)

Develop an understanding of natural and human-induced
hazards. (S 12.7.5)

MAJOR CATEGORY...................................................................................................................................................................... FAMILY AND WORK

SUB-CATEGORY ........................................................................................................................................BALANCING FAMILY AND WORK
FAMILY & CONSUMER SCIENCES ESSENTIAL LEARNINGS LINK TO L.E.A.R.N.S.

FCS 6-12.12.0 Analyze the individual s ability to balance multiple roles in the family, Locate, access, and evaluate resources to identify
work/career, and community. appropriate information (R/W 12.1.2 )

12.0.1 Analyze the potential impact of career decisions on balancing family and Discuss the economic goals of growth, stability, full
career. employment, efficiency, equity, and justice,
explaining the need for tradeoffs as these goals are
12.0.2 Determine goals for life-long learning and leisure opportunities for all pursued. (SS/H 12.4.20)
family members. (FCSNS 1.1.5)
Develop an understanding of systems, order, and
12.0.3 Analyze the impact of social, economic and technological change on organization. (S 12.1.1)
balancing family and career.
Apply deductive reasoning to arrive at valid
12.0.4 Determine skills and knowledge needed to empower individuals to develop conclusions. (M 12.4.7)
a life plan for achieving individual, family and career goals.
Discuss, develop and implement a plan for making
12.0.5 Analyze strategies to manage multiple individual, family, career and informed personal economic decisions. (SS/H
community roles, relationships, and responsibilities. 12.4.27)

Use a variety of forms to write for different
audiences and purposes. (R/W 12.2.4)

Make oral presentations that demonstrate
appropriate consideration of audience, purpose,
and information to be conveyed. (R/W 12.3.2)

Connecting Questions:
1. What are the recurring concerns identified in this category and subcategory?
2. What responsible actions will students take to resolve the recurring concern?
3. What family systems of action (technical, communicative, emancipative) can be used to take action to resolve these concerns?
4. How can intellectual processes (i.e., critical thinking, practical reasoning) assist individuals and families in resolving this concern?
Family & Consumer Sciences - 13
REFERENCES: Note: The codes found in the column headed Link to L.E.A.R.N.S. were taken from the newspaper insert entitled Nebraska
L.E.A.R.N.S. (Leading Educational Achievement through Rigorous Nebraska Standards) . This document outlines
standards in the following areas: mathematics (m), science (s), social studies/history (ss/h) and reading/writing (r/w). The
numbers following the respective codes will direct the reader to a specific standard within the document. For example
(r/w 12.1.1) means this is the first standard within the first section of the twelfth grade of the reading/writing standards.
If an essential learning for Family & Consumer Sciences was taken directly from another source, there is a code following that specific essential
learning.
Code Source
FCSNS National Standards for Family and Consumer Sciences Education. (1998). Decatur, GA: National Association of State
Administrators of Family & Consumer Sciences in partnership with Vocational-Technical Education Consortium of States
(V-TECS) Southern Association of Colleges and Schools.
MD Family and Consumer Sciences: A Maryland Curricular Framework. (1996). Maryland State Department of Education.
NE Nebraska Framework for Family & Consumer Sciences Education Curriculum Development. (1995). Nebraska State
Department of Education.

In addition, the introduction page was adapted from Wisconsin s Model Academic Standards for Family & Consumer Education. (1997). Wisconsin
Department of Public Instruction.

The Essential Learnings for Family & Consumer Sciences were developed in a series of nine workshops involving secondary Family & Consumer
Sciences teachers from across Nebraska. The final editing was completed by the Family and Consumer Sciences Education State Council.
Appreciation is extended to all of the professionals who assisted in writing this document.

For additional information: Shirley Baum, Director
Family & Consumer Sciences
Nebraska Department of Education
301 Centennial Mall South
Lincoln NE 68509-4987

Telephone: 402-471-4813
FAX: 402-471-0117
E-mail: sbaum@nde.state.ne.us

Family & Consumer Sciences - 14
TABLE OF CONTENTS

Introduction.................................................................................................................................................... 1

Reasoning for Action ..................................................................................................................................... 2

Individuals and Families

Interpersonal Relationships.............................................................................................................. 3

Family As A System ......................................................................................................................... 4

Parenting .......................................................................................................................................... 5

Human Growth and Development .................................................................................................... 6

Personal and Family Resources

Consumer Resources and Management.......................................................................................... 7

Nutrition/Wellness/Foods ................................................................................................................. 8

Living Environments ......................................................................................................................... 9

Textiles and Apparel....................................................................................................................... 10

Family and Work

Work Readiness ............................................................................................................................. 11

Family, Career and Community Connections................................................................................. 12

Balancing Work and Family............................................................................................................ 13

References .................................................................................................................................................. 14

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