or written presentations and/or other classroom activities. (D) effectively search methods to locate potential employment opportunities in municipal, county, state, or federal correctional services. Unit 3: Health and Safety Students will discuss, describe, and demonstrate employers’ expectations regarding safe and appropriate work habits and legal responsibilities in correctional settings/workplaces. Students will participate as a class and/or in small groups in activities to learn and demonstrate first aid, infection control, and cardiopulmonary resuscitation knowledge and health and safety scenarios, regulations, and equipment in a correctional facility as well as an understanding of personal responsibility. Multiple opportunities for students to learn and demonstrate their knowledge of standard precautions, for handling hazardous materials, and for identifying issues and symptoms involving persons with a variety of mental impairments at a detention facility will be given in “hands on” demonstrations, occupational task scenarios, and/or classroom activities. Students will also identify questions to ask when screening prisoners for mental illness, recognize methods for interacting and communicating with prisoners who may be mentally ill, and discuss processes for maintaining inmate health records and 20 Periods 900 minutes (6) The student uses first aid, infection control, and cardiopulmonary resuscitation in a correctional facility. The student is expected to: (A) demonstrate first aid procedures, cardiopulmonary resuscitation, and automated external defibrillator use in a simulated emergency situation; (B) comply with standard precautions as they relate to infection control; and (C) use special requirements for handling hazardous materials to maintain a safe working environment. (16) The student recognizes various inmate health care issues and processes. The student is expected to: (A) identify issues and symptoms involving persons with a variety of mental impairments at a detention facility; (B) identify questions to ask when screening prisoners for mental illness and recognize methods for interacting and communicating with prisoners who may be mentally ill;
manage day-to-day operations of correctional facilities in simulated scenarios and occupational tasks. Students will work together to develop emergency plans and procedures for correctional facilities, demonstrate protocol designed to restrain individuals placed into custody without violating personal rights or jeopardizing personal safety, and conduct a simulated parole interview. Students will demonstrate knowledge of policies and procedures for inmate supervision and discipline, describe the process for providing food services and the critical elements to ensure an effective operation, and describe the steps for processing inmates such as reception, orientation, and classification. In a unit culminating project or presentation, students will research and analyze prisoner re-entry programs and the effect of the programs on the community, and describe the importance of public relations as related to communities and citizens. (B) explain the importance of a perimeter security system; (C) appraise situations and select the appropriate degree of force; (D) complete steps involved in pre-event planning to respond to crisis situations; and (E) perform appropriate crisis management to protect individual and societal rights. (11) The student applies technical skill procedures of correctional staff to effectively manage day-to-day operations of correctional facilities. The student is expected to: (A) demonstrate knowledge of policies and procedures for inmate supervision and discipline; (B) demonstrate protocol designed to restrain individuals placed into custody without violating personal rights or jeopardizing personal safety; (C) develop emergency plans and procedures for correctional facilities; (D) describe the process for providing food services and the critical elements to ensure an effective operation;