CORSICANA HIGH SCHOOL

§130.246. Counseling and Mental Health (One to Two Credits).

(a)  General requirements. This course is recommended for students in Grades 10-12. Prerequisite: Principles of Human Services.

(b)  Introduction. Students model the knowledge and skills necessary to pursue a counseling and mental health career through simulated environments. Students are expected to apply knowledge of ethical and legal responsibilities, limitations, and the implications of their actions. Professional integrity in counseling and mental health care is dependent on acceptance of ethical and legal responsibilities.

(c)  Knowledge and skills.

(1)  The student applies mathematics, science, English language arts, and social studies in health science. The student is expected to:

(A)  evaluate the use of verbal and nonverbal language in a variety of mental health situations;

(B)  explain the nervous system of the human body;

(C)  identify societal perspectives related to mental health;

(D)  explain the physiological effects of stress and aging;

(E)  distinguish the psychological aspects of health and wellness across the life span;

(F)  identify socioeconomic factors that influence mental health and care;

(G)  compare social services such as drug dependency rehabilitation centers; and

(H)  differentiate maladaptive conditions such as paranoia, schizophrenia, and aggression.

(2)  The student demonstrates verbal and nonverbal communication skills. The student is expected to:

(A)  interpret verbal and nonverbal messages and adapt communication to the needs of the individual;

(B)  demonstrate listening skills and techniques to minimize communication barriers; and

(C)  implement communication skills that are responsive rather than reactive.

(3)  The student researches career options and the preparation necessary for employment in mental health. The student is expected to:

(A)  identify career opportunities related to mental health;

(B)  research the role of the multidisciplinary team;

(C)  justify the consequences of decisions;

(D)  demonstrate techniques of peer mediation, problem solving, and negotiation;

(E)  interpret, transcribe, and communicate mental health vocabulary; and

(F)  investigate treatment options.

(4)  The student models the ethical behavior standards and legal responsibilities related to mental health. The student is expected to:

(A)  display ethical practices and the principles of confidentiality;

(B)  research and describe legal aspects and issues of malpractice, negligence, and liability;

(C)  examine designated scope of practice of professionals;

(D)  recognize client rights and choices and circumstances that alter client rights;

(E)  dramatize case studies related to client rights and choices;

(F)  review legislation that affects standards of client care; and

(G)  describe regulatory agencies such as the Department of State Health Services and Department of Aging and Disability Services.

(5)  The student maintains a safe environment to prevent hazardous situations. The student is expected to:

(A)  recognize abusive situations;

(B)  anticipate and adapt to changing situations;

(C)  demonstrate appropriate actions in emergency situations; and

(D)  practice personal and client safety.

(6)  The student analyzes the technology related to information services. The student is expected to:

(A)  review the processes for collection and dissemination of health care data;

(B)  classify equipment used in the delivery of mental health services; and

(C)  employ technology consistent with the student's level of training.

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 130.55. Interior Design I (One Credit), Adopted 2015.

(a) General requirements. This course is recommended for students in Grades 10-12. Prerequisites: Algebra I

and English I. Recommended prerequisites: Principles of Architecture and Principles of Construction or

Architectural Design I. Students shall be awarded one credit for successful completion of this course.

(b) Introduction.

(1) Career and technical education instruction provides content aligned with challenging academic

standards and relevant technical knowledge and skills for students to further their education and

succeed in current or emerging professions.

(2) The Architecture and Construction Career Cluster focuses on designing, planning, managing,

building, and maintaining the built environment.

(3) Interior Design I is a technical course that addresses psychological, physiological, and sociological

needs of individuals by enhancing the environments in which they live and work. Students will

use knowledge and skills related to interior and exterior environments, construction, and

furnishings to make wise consumer decisions, increase productivity, promote sustainability, and

compete in industry.

(4) Students are encouraged to participate in extended learning experiences such as career and

technical student organizations and other leadership or extracurricular organizations.

(5) Statements that contain the word "including" reference content that must be mastered, while those

containing the phrase "such as" are intended as possible illustrative examples.

(c) Knowledge and skills.

(1) The student demonstrates professional standards/employability skills as required by business and

industry. The student is expected to:

(A) apply oral and written communication skills clearly, concisely, convincingly, and

effectively to explain and justify actions in a socially acceptable manner that is easily

understood by others;

(B) solve problems using job-appropriate mathematical skills;

(C) demonstrate an understanding of leadership skills;

(D) cooperate, contribute, and collaborate as a member of a group;

(E) exhibit professionalism through dress, speech, and manners that are appropriate to the

profession and worksite;

(F) review accurately both quantitative and qualitative work processes and end products;

(G) follow written and oral instructions and adhere to established practices, policies, and

procedures, including health and safety rules; and

(H) use and apply task- and job-appropriate computer applications such as printing and

plotting elevations, floor plans, and additional presentation documents or illustrations.

(2) The student demonstrates effective decision-making skills related to housing needs throughout the

life cycle. The student is expected to:

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(A) determine housing characteristics common to various world cultures and regions such as

roof styles and materials, foundation types, and construction materials;

(B) describe factors affecting housing choices;

(C) describe the relationship between family housing and economics;

(D) assess the impact of demographic trends on psychological, physiological, and social

needs when making housing decisions;

(E) analyze the impact of housing decisions on family relationships and the management of

multiple family, community, and wage-earner roles;

(F) analyze aspects of community planning that impact housing decisions; and

(G) compare the availability, desirability, and financial feasibility of housing alternatives.

(3) The student demonstrates effective management practices related to the housing budget. The

student is expected to:

(A) research consumer rights and responsibilities associated with housing;

(B) contrast the impact of needs and wants on the costs of housing;

(C) analyze legal and financial aspects of purchasing, leasing, and renting housing; and

(D) summarize laws and public policies that impact housing decisions and costs.

(4) The student recommends practices that will create a safe, secure, and well-maintained home. The

student is expected to:

(A) research the effect of housing conditions on health, safety, and the environment;

(B) develop a plan for detecting safety hazards and maintaining a safe home; and

(C) research and describe housing features for individuals with special needs.

(5) The student proposes methods to create quality living environments. The student is expected to:

(A) apply elements and principles of design to living environments;

(B) apply principles of space utilization, zoning, and traffic patterns in planning and

furnishing housing; and

(C) propose design and furnishings features to meet the special needs of individuals and

families.

(6) The student considers factors affecting housing construction when making plans and consumer

decisions related to housing. The student is expected to:

(A) identify architectural styles and architectural features exemplified in housing;

(B) summarize considerations for housing site selection;

(C) evaluate basic housing construction and finishing considerations; and

(D) research and describe the effects of technology on current and future housing trends.

(7) The student evaluates factors influencing the housing industry. The student is expected to:

(A) research and describe the interrelationship of the housing industry with the economy; and

(B) determine sources and availability of construction materials.

(8) The student assesses environmental issues affecting housing. The student is expected to:

(A) evaluate the effects of landscaping on housing and the environment; and

(B) determine techniques, materials, and technological applications that can be used in

housing to conserve energy and other resources and promote sustainability.

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(9) The student uses effective design practices to evaluate residential and nonresidential interiors. The

student is expected to:

(A) apply elements and principles of design to interiors;

(B) plan for effective use of space zones and placement of furnishings;

(C) apply drafting techniques, including scaled drawings that facilitate space planning and

technological applications;

(D) determine the effect of technological applications on interior design practices;

(E) differentiate design practices to meet individual, business, and special needs;

(F) research energy conservation and sustainability practices that affect interior design; and

(G) summarize laws, public policies, and regulations impacting interior environments.

(10) The student determines appropriate lighting for residential and nonresidential interiors. The

student is expected to:

(A) analyze the functions and principles of lighting;

(B) compare lighting types and methods of control; and

(C) recommend lighting applications for specific interior needs, including safety,

conservation, and sustainability.

(11) The student chooses appropriate background materials to complement various residential and

nonresidential interior settings. The student is expected to:

(A) compare criteria for selection, use, and care of floor coverings;

(B) evaluate selection, use, and care of wall treatments;

(C) evaluate selection and care of ceilings; and

(D) evaluate selection, use, and care of window treatments and their suitability for various

window types.

(12) The student demonstrates effective decision-making skills in applying principles of design and

space to residential and nonresidential interior environments. The student is expected to:

(A) examine the relationship of interior decisions to individual and family needs and wants;

(B) examine the influences of demographics, society, and culture on interior design

decisions;

(C) explain the relationship of local and global economics to interior environments;

(D) propose strategies for controlling costs and allocating resources; and

(E) budget for acquisition of products to enhance interior environments.

(13) The student evaluates the role of furniture in interior design for residential and nonresidential

settings. The student is expected to:

(A) distinguish between various characteristics of period styles throughout history;

(B) determine the influence of period styles on interior design throughout history;

(C) summarize selection and care of quality furniture;

(D) assess aesthetic and functional aspects of furniture, including ergonomics and special

needs requirements; and

(E) research and describe the impact of technology on furniture, including current trends.

(14) The student determines the role of appliances in interior design for residential and nonresidential

settings. The student is expected to:

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(A) analyze the functional and aesthetic aspects of appliances;

(B) determine the process for selection of appliances, including consideration of special

needs;

(C) research and explain the safe use and care of appliances, including current trends; and

(D) research technological advancements in appliances.

(15) The student evaluates the role of accessories in interior design for residential and nonresidential

settings. The student is expected to:

(A) identify types of accessories, including eco-friendly accessories;

(B) describe criteria for selection of accessories;

(C) analyze care of accessories;

(D) demonstrate a knowledge of arranging accessories; and

(E) research eco-friendly options for accessories.

(16) The student applies the concepts and skills of the industry to simulated work situations. The

student is expected to:

(A) customize screen menus to fit specific problems or needs;

(B) construct points, lines, and other geometric forms using accepted computer-aided design

methods;

(C) create a freehand, simple one-point perspective;

(D) use applications to create a bill of materials, including budgeting considerations;

(E) use technological applications to create and modify architectural interior drawings; and

(F) print and plot architectural interior drawings for presentation.

(17) The student creates a professional portfolio featuring original projects using a variety of media.

The student is expected to:

(A) illustrate ideas for interior design from direct observation, experiences, and imagination;

(B) compare and contrast the use of interior design elements and principles in personal design

plans and design plans of others using industry terminology;

(C) create visual solutions by elaborating on direct observation, experience, and imagination;

(D) create designs for practical applications; and

(E) demonstrate effective use of interior design media and tools in designing, drawing,

painting, printmaking, and sculpture making such as model building.

(18) The student maintains a professional portfolio to document knowledge, skills, and abilities. The

student is expected to:

(A) select educational and work history highlights to create a personal resume;

(B) develop a resume using word processing technology;

(C) contact professional references to acquire recommendations;

(D) obtain appropriate letters of recommendation; and

(E) document and maintain a record of work experiences, licenses, certifications, credentials,

and education and training to build a portfolio.

(19) The student applies the concepts and skills of the profession to simulated or actual work situations.

The student is expected to:

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(A) use problem-solving skills to analyze a situation and to identify a problem to be solved;

(B) break a complex problem into component parts that can be analyzed and solved

separately;

(C) strive for accuracy and precision;

(D) work independently;

(E) work collaboratively;

(F) research an interior design project;

(G) design and present an effective interior design product; and

(H) present a final interior design product for critique that demonstrates clear and effective

communication.

Source: The provisions of this §130.55 adopted to be effective August 28, 2017, 40 TexReg 9123