Introduction to Behavioral Health
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Course Introduction
This course is an introduction to the Behavioral Health industry. Topics that will be introduced in this foundational level course include understanding self-concept, effective communication, healthy relationships, addictive behaviors, mental health disorders, and protective laws and rights of patients and practitioners.
*This course is not designed for the student to diagnose themselves, friends, or family. It is an introduction to the behavioral health career field only.
Core Standards of the Course
Strand 1
Students will explore self-concept. *Performance skill included - see below.
Standard 1
Explain how self-concept and self-esteem are built and preserved and how it relates to the perception of individual strengths and weaknesses.
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Define Self-Concept & Self-Esteem
- Self-Concept: how someone thinks about, evaluates or perceives themselves; the mental image or perception that one has of oneself
- Self-Esteem: is the positive or negative evaluations of the self, as in how we feel about it.
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Self-concept cycle/progression/pattern.
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Describe the positive and negative development of self-concept and self-esteem.
- Ways to build self-esteem.
- Things that might hurt self-esteem.
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Define how personal values, goals, and decision making contribute to self-concept.
Standard 2
Identify the role of experiences that impact self-concept.
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Adverse Childhood Experiences (ACEs)
- Adverse childhood experiences, or ACEs, are potentially traumatic events that occur in child-hood (0-17 years). i.e. violence/abuse, death, divorce, substance misuse, etc.
- ACEs are linked to chronic health problems, mental illness, and substance misuse in adulthood.
- ACEs can also negatively impact education and job opportunities.
- The effects of ACEs, with intervention, can be managed.
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Trauma: when a person feels intensely threated by an event that they are involved in or witness. The event is a trauma.
- Acute - A single traumatic event that occurs in one's life.
- Complex - Exposure to multiple trauma events often of an evasive, interpersonal nature and the wide ranging, long term effects of this exposure.
- Chronic - Traumatic event that has occurred over and over in one's life.
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Bullying
- Short-term effects
- Long-term effects
- Prevention and resources
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Positive feedback
- Stable home life
- Healthy relationships
- Clear boundaries and expectations
Standard 3
Compare and contrast the reward circuit and prefrontal cortex development on behavior.
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Define the function of the Reward Circuit.
- Impulsive, emotional, and reactive
- Primary area of brain utilized during adolescence
- Impacts risky behaviors and poor decision making
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Define the function of the Prefrontal Cortex Development.
- Thoughtful, logical, reasoning, and higher-level thinking
- Not fully developed until mid-20's.
- Regulates emotions
- Recognizes social cues and non-verbal communication
- Promotes processing of the potential consequences of actions
Standard 4
Explore concepts that negatively affect self-concept.
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Stress - the body's and mind's reaction to everyday demands or threats. Can affect how you feel, think, and behave as well as how your body works.
- Eustress - positive impact on physical and mental health. Creates challenge response motivating one to rise to the occasion and increase confidence.
- Distress - negative impact on physical and mental health. Creates crippling response affecting productivity or ability to think clearly.
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Coping Skills - the method a person uses to deal with negative emotions.
- * Helpful - assists in thought processing to allow progression through negative emotion. i.e. Exercise, diet, journaling, hobbies
- Hurtful - prevents progressing through the thought process of a negative emotion. i.e. self-harm, eating disorders, avoidance, substance abuse
- Coping skills can vary for each individual.
Standard 5
Students will explore careers related to individual self-concept.
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Clinical or counseling psychologist
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Clinical social worker
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Psychiatric nurse practitioner
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Psychiatric registered nurse
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Mental health counselor
Strand 2
Students will practice effective communication.
Standard 1
Identify effective verbal communication.
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Destructive communication: Methods that tear down communication. i.e. blaming, interrupting, endless fighting, character assassination, calling in reinforcements, withdrawal, need to be right.
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Constructive communication: Methods that promote and strengthen communication. i.e. "I" messages, clarity, timing, asking questions, reflective listening, respect and consideration, avoiding intense anger)
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Civil Discourse- An engagement in conversation intended to enhance understanding and respect of differing viewpoints.
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Communication Styles
- Assertive- Confidently aggressive or self-assured.
- Passive aggressive- Denoting or pertaining to a personality type or behavior marked by the expression of negative emotions in passive, indirect ways, as through manipulation or noncooperation.
- Aggressive- Boldly assertive and forward; pushy.
- Passive- Submissive, unresisting.
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Conflict Resolution - A process in which two or more parties work toward a peaceful solution.
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Review situations in which refusal skills would/could be used.
- Refusal skills: Set of skills to help avoid high risk behaviors.
Standard 2
Identify positive and negative nonverbal communication.
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Identify nonverbal behaviors and messages (Most communication is nonverbal)
Body Language
- Gestures
- Eye Contact
- Posture
- Dress
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Demonstrate effective ways to communicate personal boundaries and show respect for the boundaries of others.
Standard 3
Examine the effect of technology on communication
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Discuss positive and negative ways that technology effects communication.
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Professional Interactions
- Loss of jobs or job opportunities due to social media posts
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Loss of educational opportunities
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Social Etiquette
Standard 4
Explore careers related to effective communication in behavioral health.
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Speech Pathology
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Audiologist
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Communicative Disorders
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Behavioral Youth Counselor
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Outreach Specialist
Strand 3
Students will explore the importance of healthy relationships.
Standard 1
Explore types of relationships and role responsibilities.
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Review the important functions of professional relationships (respect, communication, productivity, collaboration, cooperation)
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Identify appropriate role responsibilities in professional relationships (client/patient, teacher/student, employer/employee)
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List the types of personal relationships (family, friends, romantic relationships)
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Analyze the functions of personal relationships in growth and development (support, safety, guidance, etc.)
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Identify responsibilities in personal relationships (honesty, respect, setting boundaries, clear expectations, respecting privacy, trust, etc.).
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List types of community-based relationships (civic, religious, neighbor)
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Analyze the functions and benefits of participating in community-based relationships. (volunteer work, educational, networking, invested in community etc.)
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List virtual environments where relationships can develop (social media, professional affiliates, dating sites, gaming forums etc.).
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Identify the functions of virtual relationships (entertainment, networking, friendship, dating, professional etc.)
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Compare and contrast the functions of virtual relationship to professional, personal, and community relationships.
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Discuss the importance of awareness and safety when participating in virtual relationships.
Standard 2
Identify characteristics of unhealthy relationships and apply strategies to protect against unhealthy relationships.
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Define abuse and identify physical/social/emotional forms of abuse and violence.
Abuse:
- Physical: Intentional use of physical force that can result in physical injury.
- Emotional: Behaviors that harm one's self-worth or emotional well-being.
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Identify different types of abuse in relationships (dating, professional, family, peers, community)
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Identify characteristics and motivations of participants in the abuse/violence cycle
- Stages of violence cycle: tension building, incident, reconciliation, calm.
- Motivations: control, co-dependency, people pleaser, rescue mentality.
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Define the types of sexual violations (harassment, assault, rape, abuse)
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Discuss the warning signs of abusive relationships. (jealousy, short temper, no privacy, raised in an abusive home, controlling, manipulation, isolation, reacts physically, lies)
Standard 3
Evaluate strategies to foster healthy relationships.
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Review components of communication skills practiced in relationships (verbal, non-verbal, compromise, conflict resolution).
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Demonstrate positive communication within each type of relationship. (personal, professional, community, virtual)
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List behaviors demonstrating trust (dependability, contribution, privacy, advocacy, accountability, transparency, commitment)
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Analyze the value of trust when developing relationships.
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Compare and contrast the characteristics of trust for each type of relationship. (personal, professional, community, virtual)
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Discuss the level of personal responsibility needed to form and participate in healthy relationships.
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Assess resources that support and foster healthy relationships. (therapy, workshops, community courses, counselor etc.)
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Consent: explicit vs. implicit
- Freely given, reversible, specific, silence is NOT consent
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Force/coercion: Force does not always refer to physical pressure
- Perpetrators may use: threats, emotional coercion, manipulation, intimidation tactics etc.
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Discuss the warning signs of abusive relationships. (jealousy, short temper, no privacy, raised in an abusive home, controlling, manipulation, isolation, reacts physically, lies)
Standard 4
Explore careers related to healthy and unhealthy relationships.
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Any type of therapy can relate to healthy and unhealthy relationships.
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Specializations could be:
Domestic Violence
- Domestic Violence Shelters
- Marriage and family counselor
- Psychologist
- Abuse specialist
- Victim advocate
- Occupational therapist
- Marriage and relationship educator
- Sexual crisis counselors
- Non-profit resource specialist
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Different agencies offer specific resources and opportunities within the industry.
Strand 4
Students will identify patterns in addictive behaviors.
Standard 1
Review Strand 1 Standard 1, 3 & 4 Overview of Addiction
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Define addiction, tolerance, withdrawal symptoms, and cravings.
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Identify the two types of addiction (behavioral & substance) and examples of each
- Behavioral addiction: the individual is addicted to the behavior or the feeling brought about by the relevant action.
Signs of behavioral addiction: craving, excessive behavior, psychological and physical withdrawal symptoms, loss of control, development of tolerance, whenever a habit changes into an obligation.
- Examples: gambling, video game playing, eating disorders, sports and physical exercise, media use, sex addiction, pathological working, and compulsive criminal behavior.
- Substance use disorder: chronic, relapsing disorder characterized by compulsive drug seeking, continued use despite harmful consequences, and long-lasting changes in the brain.
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Review that addiction can affect people of all ages, race or gender. (teens, adults, parents, babies)
Standard 2
Explore the function of brain chemistry on mental health.
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Healthy Brain Function
- Neurons (nerve cells) - sends and receives electrical signals to/from other parts of the brain, spinal cord and nerves in the rest of the body.
- Neurotransmitters - chemicals released into the gap (synapse) between neurons that causes changes in the receiving cell.
Reward circuit -
- Group of neurons in the brain (basal ganglia) that control behavior and memory.
- Neurotransmitters help the brain make connections between an activity and pleasure. Certain neurotransmitters trigger either "go" or "stop" signals to pass along messages.
- Example: food, hobbies, relationships, etc.
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Chemical changes within the brain
Standard 3
Explore the addiction recovery process.
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Determine how the brain can reverse the effects of addiction.
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An addict's neural pathway is strong but with long periods of sobriety it can begin to heal chemically and physically.
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Treatment varies depending on the type of drug and the characteristics of the patients. Matching treatment settings, interventions, and services to an individual's particular problems and needs is critical to his or her ultimate success in returning to productive functioning in the family, workplace, and society.
Standard 4
Identify the effects of addiction on family and friends of an addict.
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Trauma, abuse, neglect, violence, financial hardships, exposure to other drugs, poor school performance, strained relationships, loss of legal custody, reckless behavior.
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Discuss codependency and enabling in an addictive relationship.
- Codependency: being overly concerned with the problems of another to the detriment of at-tending to one's own wants and needs.
- Enabling: someone whose behavior allows a loved one to continue self-destructive patterns of behavior.
Standard 5
Explore careers related to addiction recovery.
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Marriage & Family therapy
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Group therapy
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Addiction recovery specialist
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Social Workers
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Medical Professionals
Strand 5
Students will identify mental health disorders and the common signs, symptoms, and treatment.
Standard 1
Recognize mental health disorders
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Mental Health Disorder: Disorder that effects a person's thinking, feeling, and mood. Such conditions may affect someone's ability to relate to others and function each day. Each person will have different experiences, even people with the same diagnosis.
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Diagnosing a disorder
- Conditional vs. diagnosed mental conditions
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Common causes
- Organic: Caused by a physical illness or brain injury
- Functional: Caused by stress, trauma or chemical imbalances.
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Common stigmas related to mental health disorders
- Weakness of the individual
- Attention seeking behavior
- The individual is dangerous
- A normal life is not possible
- Only effects certain demographics
- Therapy doesn't help/it won't work for me.
- If I don't talk about it. It will go away.
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Mental Health disorders can happen at any age and will be a life-long journey.
Standard 2
Define and identify the signs and symptoms of common mental health disorder categories. (Anxiety and mood disorders are the most prevalent. Most likely mild and can be treated).
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Anxiety Disorders
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Mood Disorders
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Psychotic Disorders
- First psychotic episode:
- First time someone experiences psychotic symptoms.
- When identified early, an individual can better manage episodes.
- Schizophrenia
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Eating Disorders: effect both genders.
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Personality Disorders: Not diagnosed until an individual is an adult.
- Dissociative disorder
- Paranoid disorder
- Narcissistic disorder
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Other common mental health disorders
Standard 3
Explore knowledge of risk factors, warning signs and resources for suicide prevention.
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Protective Factors
- Connectedness
- Reduced access to lethal means
- Access to quality Healthcare
- Having social supports
- Having coping strategies
- Being resilient
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Risk Factors of suicide
- Social isolation
- Mental disorder
- Individual experiencing crisis
- Substance abuse
- Being excluded from peer, social, family, groups etc...
- Recent traumatic event or loss
- Pressure of being a good student/athlete/child
- Suicide ideation-thinking about suicide, having suicidal thoughts, or considering attempting suicide.
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Warning Signs
- Isolation from friends & family
- Change in personality, hygiene and appearance
- Impulsive, irrational, or unusual behavior
- Giving away personal items
- Substance abuse
- Boredom and indifference
- Violent actions rebellious behaviors
- Running away
- Writing poems, songs, diary etc., about death
- Posts on social media about hopelessness, death, suicide, etc.
- Serious illness or injury especially with consequences (i.e. can no longer play sports)
Standard 4
Identify suicide prevention resources
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Identify support for individuals in crisis
- If you believe someone may be at risk
- Question, Persuade, Refer (QPR) - Consider bringing in district or health department instructors as a guest speaker.
- Ongoing support
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Resources for suicide prevention
- Safe Utah App
- Emergency 911
- Statewide Crisis Line 1-800-273-TALK (8255)
- Emergency Mental Health number being considered: 988
Strand 6
Students will explore patient protection laws and rights and professional obligation
Standard 1
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Legal, Ethical and professional responsibilities
- Abuse and neglect recognizing & reporting (based on Utah law)
- Accurate documentation
- Professional: Correct grammar and proper English
- Law associated with Behavioral health (History)
- Tarasoff Law Case
- HIPAA Laws
- Hitech
- 42CFR Part 2
- Ethical responsibility: Guided by Behavioral Health professional organizations
Performance Skills
Standard 1
Identify and create short- and long-term goals.
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Short-Term Goal: achieved quickly, usually in a year or less. They help a person achieve long term goals
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Long-term goals: Take more than a year to achieve
Standard 2
Explore individual application of various coping skills and identify those that are potentially helpful and potentially hurtful.
Standard 3
Demonstrate refusal skill in a variety of situations. (e.g. professional, peer, relationships)
Workplace Skills
Students will develop professional and interpersonal skills needed for success in industry.
Standard 1
Determine the difference between hard skills and soft skills.
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Hard Skills: Hard skills are specific, teachable abilities that can be defined and measured
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Soft Skills: Personal attributes that enable someone to interact effectively and harmoniously with other people.
Standard 2
Identify soft skills needed in the workplace
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Professionalism
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Respect legal requirements/expectations
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Good communication skills
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Resourcefulness & creativity
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Work Ethic
http://www.uen.org - in partnership with Utah State Board of Education
(USBE) and Utah System of Higher Education
(USHE). Send questions or comments to USBE
Specialist -
MAREN
HANSEN
and see the CTE/Human Services website. For
general questions about Utah's Core Standards contact the Director
-
THALEA
LONGHURST.
These materials have been produced by and for the teachers of the
State of Utah. Copies of these materials may be freely reproduced
for teacher and classroom use. When distributing these materials,
credit should be given to Utah State Board of Education. These
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