Nevada Human Development Standards
HUMAN DEVELOPMENTSTANDARDSThis document was prepared by:Office of Career Readiness, Adult Learning & Education OptionsNevada Department of Education755 N. Roop Street, Suite 201Carson City, NV 89701www.doe.nv.govAdopted by the State Board of Education /State Board for Career and Technical Education onAugust 14, 2014The State of Nevada Department of Education is an equal opportunity/affirmative action agency and does not discriminateon the basis of race, color, religion, sex, sexual orientation, gender identity or expression, age, disability, or national origin.
HUMAN DEVELOPMENT STANDARDS2014NEVADA STATE BOARD OF EDUCATIONNEVADA STATE BOARD FOR CAREER AND TECHNICAL EDUCATIONElaine Wynn. PresidentAllison Serafin .Vice PresidentDave Cook . MemberAlexis Gonzales-Black. MemberFreeman Holbrook . MemberTonia Holmes-Sutton . MemberTeri Jamin . MemberKevin Melcher . MemberMark Newburn . MemberJeff Zander . MemberKaylyn Taylor . Student RepresentativeNEVADA DEPARTMENT OF EDUCATIONDale A.R. ErquiagaSuperintendent of Public InstructionSteve Canavero, Ph.D.Deputy Superintendent for Student AchievementMichael J. Raponi, DirectorOffice of Career Readiness, Adult Learning & Education OptionsVISIONAll Nevadans ready for success in the 21st centuryMISSIONTo improve student achievement and educator effectiveness by ensuring opportunities,facilitating learning, and promoting excellenceReleased: 08/14/2014Nevada CTE Standardsiii
HUMAN DEVELOPMENT STANDARDS2014TABLE OF CONTENTSNevada State Board of Education / Nevada Department of Education. iiiAcknowledgements / Standards Development Members / Business and Industry Validation /Project Coordinator . viiIntroduction . ixContent Standard 1.0 – Analyze Career Pathway Opportunities in Family and Human ServicesProfessions. 1Content Standard 2.0 – Evaluate the Significance of Family and Its Effects on the Well-being ofIndividuals and Society . 3Content Standard 3.0 – Analyze Human Growth and Development Across the Lifespan . 4Crosswalks and Alignments . 15Released: 08/14/2014Nevada CTE Standardsv
HUMAN DEVELOPMENT STANDARDS2014ACKNOWLEDGEMENTSThe development of Nevada career and technical standards and assessments is a collaborative effortsponsored by the Office of Career Readiness, Adult Learning & Education Options at the Department ofEducation and the Career and Technical Education Consortium of States. The Department of Educationrelies on teachers and industry representatives who have the technical expertise and teaching experienceto develop standards and performance indicators that truly measure student skill attainment. Mostimportant, however, is recognition of the time, expertise and great diligence provided by the writing teammembers in developing the career and technical standards for Human Development.STANDARDS DEVELOPMENT MEMBERSSuella Brown, InstructorSparks High School, SparksLydia DeFlorio, Professor of HumanDevelopment and Family StudiesUniversity of Nevada, RenoSue Fullmer, InstructorEast Career & Technical Academy, Las VegasMichelle Gach, InstructorSpanish Springs High School, SparksHyun-Joo Jeon, Professor of Early ChildhoodEducation, Child Socialization, and Child GuidanceUniversity of Nevada, RenoKarla Navarro, Independent Living SpecialistNevada Department of Child and FamilyServices, Carson CityMichelle Walker, Women, Infants & Children (WIC)Nevada Division of Public and Behavioral Health,Carson CityKathy Wild, Child TherapistMojave Adult, Child and Family Services,Las VegasBUSINESS AND INDUSTRY VALIDATIONAll CTE standards developed through the Nevada Department of Education are validated by business andindustry through one or more of the following processes: (1) the standards are developed by a teamconsisting of business and industry representatives; or (2) a separate review panel was coordinated withindustry experts to ensure the standards include the proper content; or (3) the adoption of nationallyrecognized standards endorsed by business and industry.The Human Development standards were validated through active participation of business and industryrepresentatives on the development team.PROJECT COORDINATORKaren Chessell, Education Programs ProfessionalFamily and Consumer SciencesEducation, Hospitality and Human ServicesOffice of Career Readiness, Adult Learning & Education OptionNevada Department of EducationReleased: 08/14/2014Nevada CTE Standardsvii
HUMAN DEVELOPMENT STANDARDS2014INTRODUCTIONThe standards in this document are designed to clearly state what the student should know and beable to do upon completion of an advanced high school Human Development program. These standardsare designed for a three-credit course sequence that prepares the student for a technical assessmentdirectly aligned to the standards.These exit-level standards are designed for the student to complete all standards through theircompletion of a program of study. These standards are intended to guide curriculum objectives for aprogram of study.The standards are organized as follows:Content Standards are general statements that identify major areas of knowledge,understanding, and the skills students are expected to learn in key subject and career areas by the end ofthe program.Performance Standards follow each content standard. Performance standards identify the morespecific components of each content standard and define the expected abilities of students within eachcontent standard.Performance Indicators are very specific criteria statements for determining whether a studentmeets the performance standard. Performance indicators may also be used as learning outcomes, whichteachers can identify as they plan their program learning objectives.The crosswalk and alignment section of the document shows where the performance indicatorssupport the Nevada Academic Content Standards in Science (based on the Next Generation ScienceStandards) and the English Language Arts and Mathematics (based on the Common Core StateStandards). Where correlation with an academic content standard exists, students in the HumanDevelopment program perform learning activities that support, either directly or indirectly, achievementof the academic content standards that are listed.All students are encouraged to participate in the career and technical student organization (CTSO)that relates to their program area. CTSOs are co-curricular national associations that directly enforcelearning in the CTE classroom through curriculum resources, competitive events, and leadershipdevelopment. CTSOs provide students the ability to apply academic and technical knowledge, developcommunication and teamwork skills, and cultivate leadership skills to ensure college and career readiness.The Employability Skills for Career Readiness identify the “soft skills” needed to be successful inall careers, and must be taught as an integrated component of all CTE course sequences. These standardsare available in a separate document.The Standards Reference Code is only used to identify or align performance indicators listed inthe standards to daily lesson plans, curriculum documents, or national standards.Program NameHuman DevelopmentStandards Reference CodeHUMDVExample: HUMDV 2.3.4StandardsHuman DevelopmentReleased: 08/14/2014Content Standard2Performance Standard3Nevada CTE StandardsPerformance Indicator4ix
HUMAN DEVELOPMENT STANDARDSCONTENT STANDARD 1.0 :2014ANALYZE CAREER PATHWAY OPPORTUNITIES INFAMILY AND HUMAN SERVICES PROFESSIONSPERFORMANCE STANDARD 1.1 : DESCRIBE THE HISTORY AND CURRENT TRENDS IN FAMILY ANDHUMAN SERVICES PROFESSIONS1.1.11.1.2Explore the history of family and human services professionsInvestigate current trends in family and human services professionsPERFORMANCE STANDARD 1.2 : EXPLORE CAREER PATHS AND OPPORTUNITIES IN FAMILY ANDHUMAN SERVICES 81.2.91.2.10Examine job descriptions and requirements in family and human services careersExplore career and educational opportunities in prevention, intervention, and treatment servicesincluding community-based and home visiting programsExplore entrepreneurial opportunities in family and human servicesExplore funding of family and human services agencies (e.g., federal and state funding, grants,insurance, Medicaid, Medicare, etc.) and how it relates to benefits and compensationCompare and contrast various work environments in family and human services (e.g., in clients’homes, work-at-home, and facilities: educational, medical, correctional, etc.)Perform different skills in family and human services (e.g., matching client need with availableresources, practice communicating with children and families using compassion and empathy, createa developmentally appropriate training activity, etc.)Observe and/or interview a professional regarding their career in family and human servicesCreate a career portfolioExplain the importance of self-care in relation to compassion fatigue and secondary traumaModel self-care techniques (e.g., visualization, meditation, nutrition, exercise, socialization, engagesupport systems, etc.)PERFORMANCE STANDARD 1.3 : DEMONSTRATE AN AWARENESS OF FAMILY AND HUMANSERVICES PROFESSIONAL ORGANIZATIONS1.3.11.3.2Explore student and professional organizationsParticipate in a student and/or professional organization’s functionPERFORMANCE STANDARD 1.4 : ADHERE TO ETHICAL STANDARDS AND PROFESSIONALGUIDELINES1.4.11.4.21.4.31.4.4Maintain confidentiality and impartiality (e.g., HIPPA, FERPA, etc.)Analyze ethical questions and issues as related to professional practiceExplain the responsibilities of a mandated reporterRecognize and respect diversity of valuesReleased: 08/14/2014Nevada CTE Standards1
2014HUMAN DEVELOPMENT STANDARDSPERFORMANCE STANDARD 1.5 : UNDERSTAND THE METHODOLOGIES USED BY FAMILY LIFEEDUCATION PROFESSIONALS AND OTHER HUMAN .71.5.82Explore the general philosophy and broad principles of family life educationUtilize a variety of methods to observe and interpret children’s growth and developmentUtilize a variety of methods to evaluate the needs of individuals and familiesPractice identifying the needs of an individual(s) in a given case study/scenario (e.g., hunger,homelessness, poverty, etc.)Demonstrate the ability to plan a program based on the given case study/scenarioPractice using prevention methodologies based on the given case study/scenarioEvaluate the intervention strategies of the case study programIdentify a community need, provide an educational opportunity for others, and evaluate the projectNevada CTE StandardsReleased: 08/14/2014
HUMAN DEVELOPMENT STANDARDSCONTENT STANDARD 2.0 :2014EVALUATE THE SIGNIFICANCE OF FAMILY AND ITSEFFECTS ON THE WELL-BEING OF INDIVIDUALS ANDSOCIETYPERFORMANCE STANDARD 2.1 : ANALYZE FAMILIES AND INDIVIDUALS IN SOCIETAL CONTEXTS2.1.12.1.22.1.32.1.42.1.5Analyze family as the basic unit of societyAnalyze the role of family in transmitting societal expectationsAnalyze global influences on today’s families (e.g., economies, immigration, technology, etc.)Analyze the role of family in teaching culture and traditions across the lifespanAnalyze society’s influence on family composition from a historical and cultural perspectivePERFORMANCE STANDARD 2.2 : ANALYZE INTERNAL DYNAMICS OF entify different types of familiesCompare and contrast the strengths and challenges of various types of familiesAnalyze parenting styles and their effects on family dynamicsAnalyze the role of family in developing independence, interdependence, and commitment of familymembersAssess common practices and emerging research about disciplineAnalyze family dynamics during transitions in the family life cycleExplore circumstances that could challenge families (i.e., economic hardships, poverty, transiency,multi-generation households, aging, dual careers, disabilities, illnesses, etc.)Explore positive and negative family stresses and crises (i.e., birth, adoption, divorce, remarriage,death, violence, substance abuse, etc.)PERFORMANCE STANDARD 2.3 : ANALYZE FAMILY LAW AND PUBLIC POLICY2.3.12.3.22.3.32.3.4Explore legal issues, policies, and law influencing the well-being of familiesAnalyze the effect of public policies, agencies, and institutions on the familyExamine ways individuals and families can influence change in policies, agencies, and institutionsthat affect individuals and familiesExplore family law and public policy related to: marriage, divorce, family support, child custody,child protection and rights, adoptions, wills, trusts, etc.Released: 08/14/2014Nevada CTE Standards3
2014HUMAN DEVELOPMENT STANDARDSCONTENT STANDARD 3.0 :ANALYZE HUMAN GROWTH AND DEVELOPMENTACROSS THE LIFESPANPERFORMANCE STANDARD 3.1 : ANALYZE PRINCIPLES OF HUMAN GROWTH AND DEVELOPMENT3.1.13.1.23.1.33.1.43.1.53.1.6Explain characteristics and/or principles of development (i.e., similarities, sequential, individualrates of development, and continuous throughout life)Explain the four areas of growth and development (i.e., physical, emotional, social, and cognitive)Explain how nurturing promotes human growth and developmentDetermine how heredity and environment affect growth and developmentAnalyze the impact of social, economic, and technological forces on individual growth anddevelopmentExamine human development theorists: Maslow, Erikson, Piaget, Vygotsky, Kohlberg, Freud,Bruner, Pavlov, Watson, Bandura, Skinner, Brazelton, Binet, Schmidt, Bronfenbrenner, Havighurst,etc.PERFORMANCE STANDARD 3.2 : EXAMINE REPRODUCTIVE HEALTH3.2.13.2.23.2.33.2.4Explain the anatomy and physiology of the male and female reproductive systemsDiscuss sexual abstinence and contraceptionDiscuss factors that affect fertility, pregnancy, and prenatal health (e.g., genetics, nutrition, use oflegal and illegal substances, addiction, multiple partners, sexually transmitted infections,environmental health hazards, etc.)Assess ways to maintain appropriate individual health practices (e.g., physical fitness, nutrition, etc.)PERFORMANCE STANDARD 3.3 : EXAMINE THE STAGES OF PREGNANCY, PRENATALDEVELOPMENT, AND 4Explain conception, fertility, and assisted reproductive technologiesDescribe the various complications of pregnancy and birth (e.g., multiple births, Caesarean section,toxemia, miscarriage, gestational diabetes, stillbirth, etc.)Explore community resources available for prenatal careDistinguish the characteristics of growth and development of the zygote, embryo, and fetusDescribe the mother’s physical and emotional changes during each trimester of pregnancyAnalyze various childbirth choicesDescribe the events that occur during the three stages of labor and deliveryInvestigate various parental adjustments before, during, and after pregnancy (e.g., relationships,finances, lifestyle changes, etc.)Analyze the effects of fetal alcohol and drug exposure (e.g., Fetal Alcohol Effect [FAE], FetalAlcohol Syndrome [FAS], Fetal Drug Exposure [FDE], etc.)Nevada CTE StandardsReleased: 08/14/2014
HUMAN DEVELOPMENT STANDARDS2014PERFORMANCE STANDARD 3.4 : EXAMINE THE PHYSICAL, SOCIAL, EMOTIONAL, AND COGNITIVEGROWTH AND DEVELOPMENT OF THE NEWBORN TO AGE 3.4.193.4.203.4.213.4.223.4.233.4.24Examine common procedures following birth (e.g., for bonding, breastfeeding, standard screenings:APGAR, PKU, and other metabolic panels, hearing, other considerations: immunizations,circumcision, etc.)Identify newborn reflexesExplore the effects of communication and touch on social growth and development (i.e., bondingand attachment)Describe normal behaviors of newborns and infants (e.g., communication, eating, sleeping,temperament, etc.)Examine the effects of positive guidance practices and effective direction (e.g., natural and logicalconsequences, etc.)Describe concerns and conditions common to the newborn state (e.g., fussiness, Purple Period ofCrying, colic, GERD, thrush, cradle cap, birthmarks, teething, etc.)Investigate feeding and nutrition (i.e., breastfeeding and formula-feeding)Examine the introduction of solid foods (e.g., choices, consistency, nutrition, timing, etc.)Characterize “failure to thrive,” including the causes and effectsExplore safety practices for newborns and infants (e.g., CPR, first aid, feeding, sleeping, bathing,transporting, environment, animals, etc.)Identify the contributing risk factors of Sudden Infant Death Syndrome (SIDS)Analyze the effects of alcohol and drug exposure on newborns and infantsExplain Piaget’s stage of sensorimotor period related to age newborn to oneExplain Erikson’s Stage of Psychosocial Development, Trust vs. MistrustExamine developmentally appropriate expectations for physical growth and developmentExamine developmentally appropriate expectations for social growth and developmentExamine developmentally appropriate expectations for emotional growth and developmentExamine developmentally appropriate expectations for cognitive growth and developmentDescribe the characteristics of a safe and healthy learning environment for the newborn to age onechildDescribe patterns of physical development (i.e., head-to-foot, near-to-far, and simple-to-complex)Demonstrate developmentally appropriate physical, social, emotional, and cognitive activitiesDescribe types, signs, symptoms, and consequences of abuse and neglectExplore community resources available for newborns and infants (e.g., WIC, car seat, crisis hotlines,health clinics, family resource centers, etc.)Research public health, safety, and educational campaigns related to newborns and infants: BabyFriendly Hospitals, Car Seats, Purple Period of Crying, Not Even for a Minute, Safe Sleep, Text 4Babies, PINK Packets, Shaken Baby, The Safe Haven Law, breastfeeding, etc.Released: 08/14/2014Nevada CTE Standards5
2014HUMAN DEVELOPMENT STANDARDSPERFORMANCE STANDARD 3.5 : EXAMINE THE PHYSICAL, SOCIAL, EMOTIONAL, AND COGNITIVEGROWTH AND DEVELOPMENT OF THE TODDLER: AGES 1 AND in Piaget’s stage of sensorimotor period related to ages one and twoExplain Erikson’s Stage of Psychosocial Development, Autonomy vs. Shame and DoubtExamine developmentally appropriate expectations for physical growth and developmentExamine developmentally appropriate expectations for social growth and developmentExamine developmentally appropriate expectations for emotional growth and developmentExamine developmentally appropriate expectations for cognitive growth and developmentDescribe the characteristics of a safe and healthy learning environment for the toddlerExplore how toddlers communicateExplore the effects of positive guidance practices and effective direction (e.g., natural and logicalconsequences, etc.)Demonstrate ways to help toddlers recognize and manage their emotionsDescribe the division of responsibility of feeding a toddler (healthy food offerings, portion sizes,picky eaters, etc.)Explore safety practices for toddlers (e.g., childproofing, car seats, self-feeding, choking hazards,etc.)Demonstrate developmentally appropriate physical, social, emotional, and cognitive activitiesDescribe concerns and conditions common to toddlers: tantrums, negative behaviors (biting,hitting), teething, sleep pattern changes, emergence of autism, food allergies, etc.Describe types, signs, symptoms, and consequences of abuse and neglectExplore community resources available for toddlers (e.g., WIC, car seat, crisis hotlines, healthclinics, family resource centers, etc.)Research public health, safety, and educational campaigns and topics related to toddlers: car seatsafety, Not Even for a Minute, immunizations, parent as first teacher, Strong Start Nevada-earlychildhood education, choking, drowning prevention, securing your furniture, etc.Nevada CTE StandardsReleased: 08/14/2014
HUMAN DEVELOPMENT STANDARDS2014PERFORMANCE STANDARD 3.6 : EXAMINE THE PHYSICAL, SOCIAL, EMOTIONAL, AND COGNITIVEGROWTH AND DEVELOPMENT OF EARLYCHILDHOOD/PRESCHOOLERS: AGES 3 TO 103.6.113.6.123.6.133.6.143.6.15Explain Piaget’s stage of sensorimotor period related to ages three to fiveExplain Erikson’s Stage of Psychosocial Development, Initiative vs. GuiltExamine developmentally appropriate expectations for physical growth and developmentExamine developmentally appropriate expectations for social growth and developmentExamine developmentally appropriate expectations for emotional growth and developmentExamine developmentally appropriate expectations for cognitive growth and developmentDescribe the characteristics of a safe and healthy learning environment for the early childhood agechildDemonstrate developmentally appropriate physical, social, emotional, and cognitive activitiesExamine the effects of positive guidance practices and effective direction (e.g., natural and logicalconsequences, etc.)Describe nutritional needs of and parental responsibilities for feeding preschoolers (healthy foodchoices, portion sizes, physical activity, childhood obesity, etc.)Describe conditions common to preschoolers: speech delays, educational delays, child safety,negative behaviors, aggressive behaviors, emergence of autism, food allergies, etc.Describe types, signs, symptoms, and consequences of abuse and neglectExplore community resources available for preschoolers (WIC, crisis hotlines, health clinics, familyresource centers, etc.)Examine safety practices for preschoolersResearch public health, safety, and educational campaigns and topics related to preschoolers: carseat safety, sports helmets, hot cars, Stranger Danger, street safety rules, tooth brushing,handwashing, etc.Released: 08/14/2014Nevada CTE Standards7
2014HUMAN DEVELOPMENT STANDARDSPERFORMANCE STANDARD 3.7: EXAMINE THE PHYSICAL, SOCIAL, EMOTIONAL, AND COGNITIVEGROWTH AND DEVELOPMENT OF EARLY SCHOOL AGECHILDREN: AGES 5 TO 103.7.113.7.123.7.133.7.143.7.158Explain Piaget’s preoperational stage of development related to ages five to sevenExplain Erikson’s Stage of Psychosocial Development, Industry vs. Inferiority related to ages five tosevenExamine developmentally appropriate expectations for physical growth and developmentExamine developmentally appropriate expectations for social growth and developmentExamine developmentally appropriate expectations for emotional growth and developmentExamine developmentally appropriate expectations for cognitive growth and developmentDescribe the characteristics of a safe and healthy learning environment for the early school age childDemonstrate developmentally appropriate physical, social, emotional, and cognitive activitiesExamine the effects of positive guidance practices and effective direction (e.g., natural and logicalconsequences, etc.)Describe nutritional needs of and parental responsibilities for feeding early school age children(healthy food choices, portion sizes, physical activity, childhood obesity, etc.Describe concerns and conditions common to the early school aged child: food allergies, childsafety, behaviors, speech and language, identification of educational delays, diagnosis of autism,individualized educational plans (IEP), etc.Describe types, signs, symptoms, and consequences of abuse and neglectExplore community resources available for early school aged children age five to seven (healthclinics, family resource centers, crisis hotlines, latch key, food programs, community organizationsand activities, etc.)Examine safety practices for early school aged children five to sevenResearch public health, safety, and educational campaigns and topics related to early school agedchildren: car seat safety, hot cars, sports and activity safety gear, street safety, Stranger Danger,Good Touch Bad Touch, hygiene reinforcement: tooth brushing, handwashing, germ spreading, etc.Nevada CTE StandardsReleased: 08/14/2014
HUMAN DEVELOPMENT STANDARDS2014PERFORMANCE STANDARD 3.8: EXAMINE THE PHYSICAL, SOCIAL, EMOTIONAL, AND COGNITIVEGROWTH AND DEVELOPMENT OF MIDDLE CHILDHOOD: AGES 8TO .103.8.113.8.123.8.133.8.14Explain Piaget’s concrete operational stage of learningExplain Erikson’s Stage of Psychosocial Development, Industry vs. Inferiority related to ages eightto tenExamine developmentally appropriate expectations for physical growth and developmentExamine developmentally appropriate expectations for social growth and developmentExamine developmentally appropriate expectations for emotional growth and developmentExamine developmentally appropriate expectations for cognitive growth and developmentDescribe the characteristics of a safe and healthy learning environment for middle childhoodDemonstrate developmentally appropriate physical, social, emotional, and cognitive activitiesExamine safety practices for middle childhood aged children (Stranger Danger, drowning, sportsand activity safety and appropriate gear, street safety, hygiene reinforcement, etc.)Examine the effects of positive guidance practices and effective direction (e.g., natural and logicalconsequences, etc.)Describe types, signs, symptoms, and consequences of abuse and neglect (understanding appropriateboundaries, strategies to identify and find solutions to abuse and neglect, and how to self-report)Explore community resources available for middle childhood age children (latch key, foodprograms, community organizations and activities, crisis hotlines, health clinics, family resourcecenters, etc.)Describe conditions common to middle childhood: self-image, friendships, puberty, peer pressure,etc.Research public health, safety, and educational campaigns and topics related to middle childhood:internet safety, bullying, cyberbullying, childhood obesity, eating disorders, helmet safety,abstinence, smoking, DARE, human trafficking, etc.Released: 08/14/2014Nevada CTE Standards9
2014HUMAN DEVELOPMENT STANDARDSPERFORMANCE STANDARD 3.9: EXAMINE THE PHYSICAL, SOCIAL, EMOTIONAL, AND COGNITIVEGROWTH AND DEVELOPMENT OF ADOLESCENCE: AGES 11 TO 83.9.193.9.203.9.213.9.2210Explain Piaget’s formal operational stage of learning period during adolescenceExplain Erikson’s Stage of Psychosocial Development, Identity vs. Role ConfusionExamine developmentally appropriate expectations for physical growth and developmentExamine developmentally appropriate expectations for social growth and developmentExamine developmentally appropriate expectations for emotional growth and developmentExamine developmentally appropriate expectations for cognitive growth and developmentExamine developmentally appropriate interpersonal relationshipsDescribe the characteristics of a safe and healthy learning environment for the adolescentExamine age-appropriate physical, social, emotional, and cognitive activities and their consequencesDemonstrate an understanding and appreciation for the adolescent life stageExamine the effects of positive guidance practices and effective direction (e.g., natural and logicalconsequences, etc.)Describe how values, standards, morals, character, and ethics are developedAnalyze adolescent ethical questions and issuesDescribe skills needed for communication, decision-making, goal setting, life planning, resourcesmanagement, stress management, etc.Analyze the impact of social, economic, and technological forces on individual growth anddevelopmentDescribe how pregnancy during adolescence affects lifestyle and life plansDescribe concerns and conditions which may emerge during adolescence: mental health issues(depression, suicide), testicular cancer, skin care and skin cancer risk, reproductive and basic healthcare, vaccinations, risk-taking, etc.Explore safety practices for adolescents: driving, traveling, dating, internet, identity theft, consumersafety, substance abuse, personal safety/victimization avoidance, sexually transmitted infections,protecting fertility, mental health (depression and suicide), cancer screenings (i.e., skin, cervical, andtesticular), etc.Describe types, signs, symptoms, and consequences of abuse and neglect during adolescenceExplore the role of peers and the potential for positive and negative peer influences and personalsafety: sports and activity safety and appropriate gear, internet safety, relationship boundaries,trendy potentially dangerous activities (e.g
Michelle Walker, Women, Infants & Children (WIC) Nevada Division of Public and Behavioral Health, Carson City . Lydia DeFlorio, Professor of Human Development and Family Studies University of Nevada, Reno Michelle Gach, Instructor Spanish Springs High School, Sparks Karla Navarro, Independent Living Specialist Nevada Department of Child and Family
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