Discipline and Ideas

in the Applied Social Sciences

Quarter 3
Module 2

Learner’s Packet
 Discipline and Ideas
in the Applied
Social Sciences
Quarter 3 Lesson 5

Schools Division Office Management Team: : Rosemarie C. Blando, August Jamora,

Merle D. Lopez
Writer: Jomarie J. del Mundo
Illustrator: Julius Burdeos

Discipline and Ideas in the Applied Social Sciences

Quarter III
First Edition, 2021

Published by: Department of Education SDO—Rizal

Schools Division Superintendent: Cherrylou D. Repia
Assistant Schools Division Superintendents:
Gloria C. Roque and Babylyn M. Pambid

2
 WEEK

I The Clientele of Social Work 5

In your previous module, you have identified the goals and scope of social work.
You were also able to the explain the principles and core values of social work as well as
the roles and functions of social workers. You have identified the value rights,
responsibilities, and accountabilities of a social worker, and you have learned to
distinguished between ethical and unethical behaviors among practitioners.
As you continue to explore the discipline of Social Work in this lesson, you are
expected to:
1. describe the clientele of social work,
2. distinguish the needs of individuals, groups, organizations, and communities,
and
3. illustrate the different processes and methods involved in undertaking social
work.

What do I know?
D
Learning Task 1: “Matching Type”
Instruction: Match Column A with Column B on the particular agency of social
workers a clientele fits in. Write the letter of your answers in your answer sheet.
Column A Column B
1. Drug dependent a. Mental Hospital
2. Neglected children b. Rehabilitation center
3. Insane c. DSWD
4. Rape victims d. Women’s desk
5. Homeless family e. Gawad Kalinga

What is in?
D
Learning Task 2:
Instructions: : Find and circle all of the words hidden in the grid that are related to
social work. The words may be hidden in all directions.
C H I L D R E N A D G W M
L C O M M U N I T Y R A D
I W E L L B E I N G J F B
E F H K O S R K B A S B Y
N O I T N E V R E T N I L
T N E M R E V O G H H H I
E H T L A E H L A T N E M
L G J M L D O P C F O L A
E L D E R L Y E D H T P F

3
 What is it?
D
Learning Task 3. Reading Activity
Instructions: Read everything carefully. Understand each statement and answer all
the learning tasks that follows.

CLIENTELE AND AUDIENCES OF SOCIAL WORK

Social work is a profession which is concern with helping individuals, families,
groups, and communities to enhance their individual and collective well-being.
De Guzman (192) explains that the person’s inability to manage stress which may
have been a result of a distressful situation or problem caused him/her those
concerned with him/her to seek professional help. The social worker then needs to
acquire basic knowledge of humans.

Characteristics of Clientele and Audiences of Social Work

All people with various social concerns (in terms of being marginalized or
experiencing social injustice or having their rights violated or disrespected) share
characteristic qualities of the clientele audience of social work.
1. Individuals
2. Families
3. Groups
4. Communities

The Individual as Client of Social Work

The individual level is generally working on an individual who has to be
assisted to fit in a larger environment or someone who has been deprived space by
the larger environment calling for change or simply improving one’s ability to cope
with it. In the casework process, the aim of the intervention is to facilitate the
individual’s social adaption, to restore, reshape, or reinforce his/her functioning as a
social being. Each person makes his/her own adaption to the demands of the various
roles to perform in her/his situation depending on her/his capacities and motivation
to do so. This intends to gain satisfaction, avoid or dissolve frustration, and maintain
his/her balance in movement. When a person faces a threatening situation, s/he will
likely try her/his accustomed mode of adaptation and if this fails, s/he will revert to
modes s/he previously used.

The Group and Organization as Client of Social Work

Groups are people existing with similar or common identity. Gay men and
lesbians, migrants, women, abused or neglected children, elderly, pensioners,
veterans, military servicemen and women, people in conflict with the law,
unemployed, people with substance abuse and addiction represent groups such as
members of an organization or place of employment, or pupils and students in school
setup. We classify them as groups because they form collectivities in terms of level of
services they have to receive.

4
The Community as Client of Social Work
The community has the largest share in the clientele and audience of social
work because individuals and families are essential members of the community. A
community may exist as a marginalized sector, and in which case, the social work
services may gear toward their emancipation and empowerment. In some cases,
they may constitute the majority imposing general norms that seek to marginalized
minorities and those different from them.
In this case, social work may focus on community transformations to cause
environmental change so as to make it possible for individuals and groups on the
minority to achieve social well-being or social justice and respect for their rights.
Needs of Various Types of Clientele and Audiences of Social Work
The needs of clientele and audiences:
1. To be empowered
2. To be socially included by way of insuring that one receives what is legally due
him/her
3. The one who receives the necessary care he/she receives
4. The right to be respected
5. Justice
6. Social welfare

DIFFERENT SETTINGS OF SOCIAL WORK

Government Setting
The government setting offers the widest space for a variety of social work
services. Social workers may work on-site at a government agency; at a
nongovernmental agency whose client base is generated from their relationship with
a government agency; or in a contracting relationship as independent consultants.
The range of government settings in which social workers practice include:
• Agencies serving children and families, such as foster care agencies;
• Health care settings, including community-based clinics and hospitals;
• Schools;
• Local correctional facilities;
• Settings that serve older adults, such as nursing homes; and
• Agencies serving military veterans and active-duty military personnel.
Government agencies social workers perform a variety of professional tasks
and functions for the government agencies, ranging from clinical practice to program
management/administration. Functions vary from agency to agency but essentially
include:
• Case management
• Individual and group therapy
• Psychosocial assessments
• Treatment and discharge planning
• Substance use counseling and treatment

5
 Additionally, social workers play a significant role in formulating policies and developing
program standards and guidance for federal programs. Social workers who practice in a
government agency are usually integrated into a broader continuum of services along with other
disciplines such as physicians, nurses, and substance abuse counselors.
In the Philippines, there are many other areas in which professional social workers play a
vital role, such as in the implementation and monitoring of social welfare and social development
projects under the DSWD or those devolved to the local government (LGUs) such as the National
Household Targeting System for Poverty Reduction (NHTS-PR), Pantawid Pamilyang Pilipino
Program (4 Ps) and Kapit Bisig Laban sa Kahirapan- Comprehensive and Integrated Delivery of
Social Services (KALAHI-CIDSS). Particularly, professional social workers provide research-based
evidence regarding the effectiveness of certain initiatives and socio-economic measures that are
designed to alleviate, reduce, or eradicate poverty in the country.

Private Sectors Setting

In the private sector, particularly in corporate setting, occupational social work is practiced.
The type of social work typically has five structures within which it generates interventions:
• Employee assistance program
• Labor union services
• Human resource management offices
• Community relations offices
• Organizational development initiatives

Civil Society Setting

The civil society sector sees itself as champion of the people with regard to ensuring
accountability in government services; hence, social workers in civil society tend to work
advocacies of human rights and social justice. Their work ensures the delivery to concerned
sectors and universal basic needs that may range from physical needs, intellectual development,
emotional development, social growth, and spiritual growth.
Therefore, the social work practice promotes a civil society in building strong social capital
through the following measures:
• Mobilizing Community
• Advocacy and Public Communication
• Conflict Transformation
• Promotion of Social Cohesion and Solidarity
• Enabling Environment

School Setting
The school is a social service, and within it lies similar situation that arises elsewhere:
• Violation of human rights
• Injustice
• Violence
• Sexual harassment
• Discrimination

6
 Here, the social workers can facilitate school entry into community, understanding the
community, engagement with community, selecting and implementing correctly social
development intervention, and exit strategically.
Below is a list of possible job functions within a school setting.
• Conducting bio-psychosocial assessments and social histories
• Assessing students for substance use, support systems, physical and emotional functioning,
barriers to academic performance, peer issues, suicidal/homicidal ideation, and similar
issues
• developing and implementing treatment plans and discharge plans that support student self-
determination
• providing direct therapeutic services such as individual, family or group therapy regarding
specific issues
• providing crisis management services, including assessing for safety
• advocating for student services and students’ best interests
• providing case management services including, but not limited to, referrals to community
resources, collaboration with other professionals
• Providing trainings and workshops to teachers, school staff, and parents;
• conducting home visits
• Identifying and resolving ethical issues
• managing and supervising staff
• contributing to a multidisciplinary treatment team.
Community Setting
A community consists of and represents all kinds of social work services. It is the locus of
social work challenges. It is in the community where human rights of individuals and groups are
denied or violated; it is in the community where injustices are made and committed; it is in the
community where marginalization for individual and groups occur. (Segal, Gerdes, & Steiner
2005).
Different Settings of Social Work and Examples
a. Government foster care agencies (children and families), health care settings, including
community-based clinics and hospitals, schools federal, state or local correctional facilities,
settings that serve older adults (nursing homes).
b. b. Private Sectors (advocacy consultancy services, employee assistance program, counseling,
policy, and program development).
c. c. Civil Society (child caring and child-placing social welfare agencies, offering services for
adoption, foster care, etc.).
d. d. School public and private schools
e. e. Community- LGU’s on each barangay, local council, church, people’s organization.
THE SOCIAL WORK PROCESSES
Like any other helping professions, social work follows a helping process when working
with specific clients. According to Helen Harris Perlman, it is known to be the originator of the
problem-solving framework in the social work profession. Perlman (1957) presented a series of
problem-solving operations summarizes as follows:
a. study—the facts which constitute the bear upon the problem must be ascertained and
grasped.

7
 b. diagnosis— the facts must be thought about.
c. treatment—it is the end result of the consideration of the particular facts with the
intention of resolving the problem.
Nonetheless, there have been numerous authors in social work literature who follows a
framework for the problem-solving process such as Florence Hollis (for case work process),
Robert Vinter (for group work process), and Arthur Dunham (for community organization
process). Mendoza (2002) later on summarizes the social work process in 5 basic steps namely
assessment, planning, intervention or plan implementation, evaluation, and termination.
Significantly, this helping process involves the beginning phase, the middle phase, and the
ending phase.

Assessment— According to Max Siporin, it define a process and a product of understanding on

which action is based. This involves the collection of necessary information, analysis, and
interpretation to reach an understanding of the client’s problem, and the social context in which
it exists.
In gathering data, various sources are available from which relevant information can be
obtained to have an accurate definition of the client’s problem. These are the following:
a. Primary Source— the client (whether an individual, group, or community) the primary
source of data.
b. Secondary Source—the significant others with whom the clients has personal
relationship. These include the parents, siblings, relatives, and friends in case the client is an
individual.
c. Existing Data— these can be records or reports from other professionals (e.g.physicians,
teachers, psychologists, etc.)
d. Workers Observation— the worker has the opportunity to observe the clients through
the latter’s interaction and relationship with others. In case of communities, observation through
seeing and experiencing the physical condition, economic activities, community interaction,
resources, culture, and tradition are very essential in identifying a problem.
The initial contact between the client and the worker comes in three different ways.
a. Walk-in—the client (an individual, a group, or a community) initiates the contact and
seeks the assistance of the agency social worker about a particular concern or problem with the
belief is in the position to provide help.
b. Referral— the client is referred to the worker or a social welfare agency by an interested
concerned party or entity (i.e. a relative, neighbor, teacher, school, church, barangay council or
another social welfare agency.
c. Outreach— the agency, through its social workers, reaches out to the prospective
clients to offer help and eventually arrives at an agreement of engaging into a helping
relationship after intake.

Planning
Planning is the link between assessment and intervention and its process translates the
content of assessment into a goal statement that describes the desired results and is concerned
with identifying the means to reach the goals. It allows the worker, with the participation of the
client, to state his/her problem to give solutions.
Planning involves two major tasks: formulating goals that directly relate with clients
problem and defining the specific actions or interventions that are necessary in order to achieve
the goals.
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Intervention
Intervention has a lot of term in social work literature, which include: action, plan
implementation, and treatment. Intervention is also concerned with the action that would solve
the client’s problem. It includes series of activities that the client and worker will undertake
following an agreement.
Evaluation
In social work, it is a continuous process of gathering information which can be utilize in
an ongoing reassessment of objectives, intervention plans, and even the problem definition which
is referred to as ongoing evaluation. Evaluation in social work can be done in two levels. (1) on
the level of direct practice with clients; and (2) on the level of program implementation.
Termination
There were two terms used in relation to termination of the client-worker relationship-
transfer and referral. Transfer is the process by which a client is referred by his/her social
worker to another worker. However, referral is the act of directing a client to another worker/
agency because the service that the client needs is beyond the present agency workers
competence or the client’s needs additional services which the current agency cannot provide.

METHODS OF SOCIAL WORKS

The traditional methods of social work are defined as follows:
1. Social Casework—is a helping process that consists of a variety of activities like giving of ma-
terial assistance., rendering emotional and psychological support through sensitive
listening, expression of acceptance, making suggestions, advising, encouraging and assisting
the individuals to express his/her feeling, encouraging and assisting the individuals to
narrate his/her situation for a better understanding. Hollis (1949, 1964) identified four major
casework process, or techniques namely: a. Environmental Modification b. Psychological
Support c. Clarifications d. Insight Development.
2. Social Group Work— is a method by which member in many groups in various community
agency settings are helped by a worker who guides their interactions in program activities
designed for them to relate themselves to others and experience growth opportunities in
accordance with the needs and capabilities toward individual, group, and community
development (Trekker, 1965).
3. Community organization, according to Dunham (1970) this is a conscious process of social
interaction and method of social work. Cox, et al. (1979) presented three models of
community organization practices and these are: Locality Development, Community Planning,
and Social Action.
4. Social Work Research—involves a critical inquiry and the scientific testing of the validity of
the social work organization, function, and methods in order to verify, generalize, and extend
social work knowledge and skill.
5. Social Welfare Administration— is the administration or management of social agencies that
is oriented to aid people more efficiently. These can be categorized into seven functions
namely: Planning, Organizing, Coordination, Reporting, and Budgeting.

SOCIAL WORK SERVICES

Who We Help?
Social work services are delivered by teams of social workers, working with individuals and
groups experiencing social and emotional difficulties. The aim of social work is to help people
achieve change and make decisions which will improve their quality of life. It is also a function of
social work to identify options and support steps to advance social policy and service delivery.

9
A social worker can help you when things are tough and you feel you’ve got no one to turn to.
You can to them about:
• family and domestic violence ● mental health concerns
• thought of suicide or self-harm ● if you’re affected by a natural
• being a young person without support disaster
• a personal or family crisis
• the death of a family member or someone close to you
Experiencing Violence
If you are experiencing family and domestic violence, social worker can help you access:
• family and domestic violence
• emergency accommodation and housing support
• financial help
• counseling
• health services
• legal services
• mental health (feel depressed, feel anxious, or have a mental illness or disorder)
• natural disaster support
Our social workers can help you with:
• Short-term counseling
• Information to help you, and
• Referrals to other support services

What is more?
E
Learning Task 4. PICTURE IT OUT!
Instructions: Below are the photos of different settings of social work. Give your insights in
each photo in at least 3-5 sentences. Then cluster the following photos according to the five
settings where social workers are found. These are as follows:

a. Government c. Civil society e. Community

b. Private sectors d. School

1. Hospital 2. Home for the Aged 3. Correctional

_____________________ ____________________ ____________________

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 4. Public School 7. Slum Area

________________________ _____________________
5. Rehabilitation Center 8. DSWD

_______________________ ______________________
6. Boys Town

_____________________

What I can do?

E
Learning Task 5.
Instructions: : In your locality, identify the needs and characteristics of the following
clientele of social work. Answer the guide questions below : In your locality, identify
the needs and characteristics of the following clientele of social work. Answer the
guide questions below.

CLIENTELE CHARACTERISTICS NEEDS

1. Abandoned babies
2. Homeless elderly
3. Substance dependent
4. Sexually abused
5. Battered woman
6. Person’s with disability

Guide Questions:
1. Do you need to be a social worker to help someone in need? Why?
2. As a responsible member of the community, what are you going to do if you see a
mentally deranged woman roaming around the street?

11
 What I have learned?
A
Learning Task 6. Knowledge Test
Instructions: Read each statement carefully. Encircle the letter that corresponds to
your answer.

1. Identify the government setting where social workers practice.

a.private homes and families c. local correctional facilities
b.hotels and resorts d. market

2. Which setting in the private sector those social work is needed?

a.human resource management offices c. local correctional facilities
b. hospitals d. schools

3. Which setting in civil society that social work is needed?

a.employee assistance program c. advocacy and public administration
b.labor union services d. nursing homes

4. Which school setting where social workers practice?

a.mobilizing community c. discrimination
b.conflict transformation d. case management

5. Give two community settings where social workers practice.

A. ____________________
B. ____________________

12
 Discipline and Ideas
in the Applied
Social Sciences
Quarter 3 Lesson 6

Schools Division Office Management Team: : Rosemarie C. Blando, August Jamora,

Merle D. Lopez

Writer: Gemar M. Sullano

Illustrator: Julius Burdeos

Discipline and Ideas in the Applied Social Sciences

Quarter III
First Edition, 2021

Published by: Department of Education SDO—Rizal

Schools Division Superintendent: Cherrylou D. Repia
Assistant Schools Division Superintendents:
Gloria C. Roque and Babylyn M. Pambid

13
 The Nature and Discipline of Communication WEEK

6
I What do I need to know?

As you go deeper in understanding the different applied social sciences,

you will now encounter a common idea that we know by instinct but not easy to
define. In our daily lives, we communicate through our simple gestures, the
sounds we make, and the words from our mouths. But as technological
advancements exist, numerous platforms have been used to express our thoughts
in different ways.
In this lesson, you are expected to:
1. identify the goals and scope of communication;
2. explain the principles of communication; and
3. describe the elements and levels of the communication process.

I What is new?

How do you understand communication? How important is it to us as

human beings? How are its processes helps in transmitting one’s culture within
the society?
Try to recall a situation where communication plays a very significant part
in your life as a student? As a teenager? Is it essential? Can we live without it?

Learning Task 1: Axis X and Y

Directions: Map out your initial understanding of Communication as a discipline
by filling in the needed information in the quadrant below.
Concept Things you know about it

COMMUNICATION

Definition from a source Your symbolism

14
 D What I know?

Learning Task 2: Fact or Bluff

Directions: Read and analyze the following statements below, write FACT if it is true
and BLUFF if it is false.
1. We only communicate through our spoken words.
2. Through communication, we can expand our understanding of one’s way of
life.
3. Communication is an act of exchanging information.
4. The process of communication only involves two person.
5. Non-verbal communication can help speakers build a connection with
listeners.

D What is in?

The Nature and Functions of Communication

It was defined by the early concept of communication as a method by which a
message is transmitted from one point to another. Many authors and researchers
have defined it in multiple ways. Communication is described by Alberta,
Nakayama, and Martin (2007) as a transactional process in which individuals
generate meaning by exchanging verbal messages in particular contexts, influences of
individual and social forces, and embedded in the culture. It was also defined as a
method of exchanging and transmitting messages or information within and through
networks, contexts, media, and culture from one person to another (McCornack,
2014). There are many ways of how communication may be defined, but it will be
easier for us to understand its processes by examining its elements.
Basically, there are five functions of communication such as surveillance,
interpretation, socialization, entertainment and mobilization (Laswell, 1984; Wright
1960)
1. Surveillance - communication media’s news and information role,
2. Interpretation - analysis, commentary, context and other meaning which
are found in a message.
3. Socialization - the transmission inside a community of values and culture.
4. Entertainment - media such as variety shows, drama, music, novels, and
many forms offered relaxation, reward, and stress reduction.
5. Mobilization - the ability of media to generate public action.
Elements of Communication
Communication is divided into elements to explain how its interaction occurs
such as the following:
1. Speaker - the source of information or message (i.e., individual, community
or institution).
 2. Message - the details, ideas, or thoughts expressed in verbal or non-verbal
terms by the speaker.
3. Encoding - the method of translating the message into a type to be
interpreted by the recipient.
4. Channel - the medium where the encoded message is transmitted.
5. Receiver - The individual, group or organization that decodes the message.
6. Decoding - the interpretation process of the speaker's encoded message.
7. Context - the condition under which the interaction takes place.
8. Feedback - the response or reaction to the received message.
9. Barrier – the parameters that can affect information flow.

Levels of Communication
Characteristics such as the number of persons participating in the
communication act, the communicators' location, the immediacy of the
communication exchange, the context of communication and the sensory networks
involved are the basis of the differences between the levels of communication.
Intrapersonal Communication is an internal communication that occurs
within us. This involves emotions, feelings, and how we look at ourselves. It includes
processing of thoughts, speaking aloud or writing to oneself as one writes a diary.
Interpersonal communication occurs on a one-to-one basis, usually in an
informal and unstructured setting. It may be classified as to the number of
participants involved in the process as:
Dyadic Communication - when two persons are involved in the process.
Group Communication - when more than two people meet face-to-face and
can reply instantly.
Public Communication - involves a large group where feedback is minimal or
restricted and a source that delivers a message in a monologue style.
Mass Communication involves sending messages to a wide audience using
communication technologies where the audience as a “mass” is large, diverse,
anonymous, and unorganized mediated by mass medium or communication
technology such as radio and television..
Computer-mediated communication refers to any communication which can
be synchronous and asynchronous using computer and internet-based technology
such as email, chat rooms, personal websites, voice and video conferencing, and
social networking that is defined as communication with relative anonymity,
decreased physical presence, greater time control and speed of interaction pace, and
absence of visual signs.

16
 What is it?
D
Leaning Task 3: Give It to Me
Directions: Answer the following questions based on your understanding of the
concepts presented.
1. In your own words, how do you define communication?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
2. What is the role communication plays to you as a student?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
3. In what way communication help you surpass the COVID-19 pandemic?
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________

What is more?
E
Leaning Task 4: Describing the Symbols
Directions: Identify and describe the elements of the communication process that
the images below represent.
1. Element of Communication: ____________________________
Description

2. Element of Communication: ____________________________

Description

Image Source: https://www.clipartkey.com/mpngs/m/19-197733_clip-art-free-speaking-cliparts-download-person-talking.png

17
3. Element of Communication: ____________________________
Description

Im a ge Source: h ttp s : / / m e di a .i s to c k p h o to . c o m / v e c to r s / p e o pl e - ta l k - s p e a k - a n d- l i s te n - s to c k - v e c to r - v e c to r - i d 1 0 6 6 1 9 9 7 2 0 ?
k=6&m=1066199720&s=170667a&w=0&h=w8cm0kMtjGZfx1pVS2zSsk7wCRGmut86wgijEKp4VAQ=

4. Element of Communication: ____________________________

Description

5. Element of Communication: ____________________________

Description

What I can do?

E
Leaning Task 5: Throwing Back Times
Directions: Recall five(5) scenarios in your life where you have been involved in
communication activities, list them and categorize them by function and level.

Situation Communication Level of Function

Activity Communication Of Communication
1.

2.

3.

4.

5.

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 What I have learned?
A
Leaning Task 6: Filling in the Gap
Directions: Identify and explain the goal, principle, elements, and levels of
communication by completing the semantic web below with a relevant word of group
of words.

DEFINITION

FUNCTIONS COMMUNICATION ELEMENTS

LEVELS

Rubrics:
Content - 10 pts
Accuracy of Information - 5 pts
Organization of Ideas - 5 pts
Total 20 pts

19
 Reflection

Leaning Task 7: Therefore, I say...

Directions: Reflect on your learnings today, use the phrases below as sentence
starters.

Today, I learned …
________________________________________________________________________

I realized …
________________________________________________________________________

Therefore, I will …
________________________________________________________________________

20
 Discipline and Ideas
in the Applied
Social Sciences
Quarter 3 Lesson 7

Schools Division Office Management Team: : Rosemarie C. Blando, August Jamora,

Merle D. Lopez
Writer: Gemar M. Sullano
Illustrator: Julius Burdeos

Discipline and Ideas in the Applied Social Sciences

Quarter III
First Edition, 2021

Published by: Department of Education SDO—Rizal

Schools Division Superintendent: Cherrylou D. Repia
Assistant Schools Division Superintendents:
Gloria C. Roque and Babylyn M. Pambid

21
The Professionals and Practitioners in Communication WEEK

I What do I need to know?

8
Communication as a discipline provides experts opportunities with varied
societal roles vital in building the nation. These professionals and practitioners
contribute to protecting the democracy in the country. As a young generation
interested in social sciences, it is essential for you to be aware of how
communication serves as a tool in shaping our nation.
In this lesson, you are expected to:
1. explain the roles and functions of communicators and journalist;
2. identify specific work areas in which communicators and journalist work;
3. explain the rights, responsibilities, and accountabilities; and
4. distinguish between ethical and unethical behaviors among practitioners.

I What is new?

Learning Task 1: LINK Chart

Directions: Map out your prior understanding, questions, constructed
understanding, and final understanding of the professionals and
practitioners in communication and its structures using the LINK chart
below L I
(List everything you know) (Inquire about what you want to know)

N K
(Now we are going to take notes, (What do you know, now to be filled
to be filled during the discussion proper) after the discussion proper)

22
 D What I know?

Learning Task 2: Blind Item 1, 2, 3

Directions: Provide the needed information in the chart below

Name one (1) Write two (2) Write three (3)

prominent Filipino characteristics that responsibilities that
journalist make that person journalist carries
notable in the field

___________________ ___________________
___________________ ___________________
___________________ ___________________

D What is in?

The communication area is broad, and there are communication professionals

or positions in almost every sector of business and human organization. Companies
have to communicate with investors, consumers, and other stakeholders. The same
is true for government and public individuals because contact involves the need to be
heard, understood, pursued, and convinced.
In a variety of areas of expertise, communicators and journalists can work:
•Speech writing and meeting minutes
•Advertisement, marketing, and sales
•Information education
•Electronic media, radio, and television
•Public relations
•Journalism
•Theatre, performing arts, and dramatic arts
•Public communication and opinion management
•Foreign relations management

The Role of Communicators and Journalists

The essential task of communicators and journalists is to make facts and
evidence accessible to educate the public in the most neutral way possible regarding
topics that matter to them. They include proof to shape judgment and decisions for
the people. In some instances, they promote correct processing and interpretation of
such evidence competently and ethically.

23
Functions of Communicators and Journalists
1. Gather and record knowledge, facts, and opinions, and present them to the
root of truth for public review and deepening.
2. Communication is the delivery of truth and facts.
3. They collect knowledge, information, and facts that are vital to public life
and well-being.

Work Areas for Communicators and Journalists

A wide range of experts who are in the practice of communication populate the
discipline of communication. There are varied career opportunities in
communications and journalism, including the following:
•public relations specialist,
•news anchor,
•reporter,
•author,
•and radio broadcaster
In communications and journalism, work environments can include
workplaces, radio studios, and home offices. Often, authors, editors, and writers can
make their plans, but strict deadlines also have to be met. You may also have to work
in the field in specific careers, as you might have to meet with clients or go to a news
case scene. Many individuals are interested, eager to take the initiative, innovative,
and good at research in this area.

Career Opportunities for Communicators and Journalists

Advertising and Marketing Specialist- One can serve as a copywriter,
account manager, sales manager, marketing planner, media buyer, creative director,
media sales managers, public opinion analysts, and pollsters (such as in Social
Weather Station and Pulse Asia).
Communication Educator - they may work as college or university professors
and may also act as chairpersons of the speech communication department,
coordinators of language arts.
Broadcasting Career- can serve as the manager of the broadcasting station,
broadcasting director, film and tape librarian, etc.
Journalism - can work as a reporter, editor, newscaster, author, copywriter,
author of scripts, publisher, researcher of news services, technical writer, editor of
acquisitions, and interviewer.
Public Relations - advertising manager, advertising manager, communica-
tions consultant, press agent, lobbyist, corporate public relations specialist, account
manager, development officer, fundraiser, membership recruiter, sales manager, me-
dia analyst, media strategist, creative director, audience analyst, news editor, and
public opinion researcher.

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Rights and Responsibilities of Journalists
They enjoy some privileges derived from a constitutional guarantee of freedom
of the press and expression to ensure that journalists can fulfill their duties. These
rights include:
• Free access to all sources of information.
• The right to investigate stories in the public interest.
• The right to protect the identity and confidentiality of one's source.
• The right to publish stories in the public interest without the fear of
punishment.

Also, they are protected by an International Legal Framework based on the

Universal Declaration of Human Rights of the United Nations, which upholds the
freedom of speech and knowledge specified in Article 19, which states that:
"Everyone has the right to freedom of opinion and expression; this
right includes freedom to hold opinions without interference and to
seek, receive and impart information and ideas through any media
and regardless of frontiers”.

Journalists, on the other hand, are required to adhere to such professional

behavior standards included in the Journalist's Code of Conduct as approved by the
Philippines Press Institute, the National Union of Journalists in the Philippines, and
the 1988 National Press Club, which includes the following:
•The truthfulness of information,
•Confidentiality of information,
•A fair and honest representation of the press,
•Responsibilities for the public interest,
•Professional integrity,
•Avoiding plagiarism,
•Prohibiting discrimination in any form,
•Respect for one's standing in the society,
•Respecting fellow journalist,
•Protecting integrity and dignity of the profession,
•Decency at all times.

25
 What is it?
D
Leaning Task 3: Self-Check
Directions: Answer the following questions based on your understanding of the
concepts presented.
1. What are the roles of communicators and journalists in protecting democracy in
the country?
_________________________________________________________________________________
_________________________________________________________________________________
2. How will communicators’ and journalists' lack of expertise endanger the fulfillment
of their duties and functions?
_________________________________________________________________________________
_________________________________________________________________________________
3. In what way communicators and journalists are being protected while performing
their duties?
_________________________________________________________________________________
_________________________________________________________________________________
What is more?
E
Leaning Task 4: News Critiquing
Directions: Paste two (2) articles from a newspaper and examine its content. Analyze
these stories and indicate the functions that serve you.
News Article 1:

Function: _____________________________________________________________________
_____________________________________________________________________

26
News Article 2:

Function: _____________________________________________________________________
_____________________________________________________________________

What I can do?

E
Leaning Task 5: Taking Chances
Directions: Name at least two (2) career opportunities for communicators and
journalists in different areas of specialization.

Area of Specialization Career Opportunities

1. Advertising and Marketing
2. Communication Educators
3. Public Relations
4. Theater and Performing Arts
5. International Relations
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________

27
 What I have learned?
A
Leaning Task 6: Ethical or Not
Directions: Distinguish whether the following behavior of practitioners of
communications are ethical or unethical. Write your answer on the space provided
before each item.
______________1. Unconsciously commit plagiarism from an unknown
source of news.
______________2. Report and interpret the news suppressing essential facts.
______________3. Respecting the anonymity of a witness to a sensitive crime
report.
______________4. Writing reports regardless of an adversely effect to a private
reputation.
______________5. Avoid personal motives or interests influence one’s
performance.
______________6. Accept or offer any present or gift willingly given for any
favorable return.
______________7. Prohibits discrimination regardless of sex, religious belief,
political conviction, cultural, and ethic origin.
______________8. Presume persons accused of crime of being innocent during
a coverage until proven otherwise.
______________9. Take advantage of other journalist for personal growth.
______________10. Accept tasks even though not compatible with the
integrity and dignity of the profession

Reflection

Leaning Task 7: T-M-L Phrase

Directions: Complete the following phrases.

The Topic was about

__________________________________________________________________________________

It Matters because
__________________________________________________________________________________

I’ve Learned today that

__________________________________________________________________________________

28
 Discipline and Ideas
in the Applied
Social Sciences
Quarter 3 Lesson 8

Schools Division Office Management Team: : Rosemarie C. Blando, August Jamora,

Merle D. Lopez
Writer: Gemar M. Sullano
Illustrator: Julius Burdeos

Discipline and Ideas in the Applied Social Sciences

Quarter III
First Edition, 2021

Published by: Department of Education SDO—Rizal

Schools Division Superintendent: Cherrylou D. Repia
Assistant Schools Division Superintendents:
Gloria C. Roque and Babylyn M. Pambid

29
 WEEK
Clientele and Audience of Communication
8
I What do I need to know?

The need to interact has been part of human beings since the very beginning
of human life. We need to connect with the people around us in our lives with
others. In the culture, exchange ideas, emotions, feelings, and experiences with
others, make sense of the world, and place ourselves in a larger social and cultural
reality.
In the past lessons, you explored the principles, elements, and
communication levels, including the professionals and practitioners in the field. As
you move forward, you will be exploring the clientele of communication and their
needs as individuals and as a group as the audience in the area.
In this lesson, you are expected to:
1. describe the clientele and audience of communication; and
2. distinguish the needs of individuals, groups, organizations and
communities.

I What is new?

Learning Task 1: My Knowledge Ladder

Directions: Fill in the spaces provided in ladder with the first step as to
“what you know about the topic”, “what you want to know” in the second
step, and after completing the lesson, write on the third step “what you
have learned”.

What I Have Learned

What I Want to Know

What I Know

30
 D What I know?

Learning Task 2: The Reasons

Directions: Write the possible gratifications of different individuals in participating in
various communication activities. Use the table below as a guide.
Participants Activity Gratification
1. You Talking with others

2. Your classmate (s) Browsing the

internet
3. Your teacher Reading books

4. Your sibling (s) Updating social

media
5. Your parent (s) Reading newspaper

D What is in?

Clientele and Audiences of Communication

Communication is dynamic. Symbols, words, photographs, facial expressions,
hand gestures, speech, sound, graphics, silence, writing, painting, dressing, dancing,
and body language are used. Every person interacts formally and informally, so
everyone is a clientele and a communication audience.
To make communication efficient and attainable, however, the real or intended
clientele and audience need to be clearly understood in communication so that
message packaging, formats, and medium can be appropriately tailored. Effective
communication assumes the viewpoint of the listener and ensures that they are
essential to the message. This implies that the communication method is carefully
chosen to be the most efficient for the target audience.
In contact, all people are clients and audiences. Communication, however, can
only be effective when communicators take the features of the intended clientele and
audience into account, which includes the following:
1. Social position
In a communication sense, social status is the status an individual
enjoys. One might be a president or chief, middle manager, colleague or
subordinate in a group association. Such social roles determine how to
communicate and craft, package, contain, and distribute this communication.
2. Education Level
The level of education can imply reading skills and health literacy and
interact with new and even unfamiliar, more complex subjects. An audience
with limited reading skills can find it difficult to use written materials; oral
presentations may be more efficient for such audiences.

31
 3. Age Range
The age range can influence the choice of format or delivery of
communication. Communication materials may apply to individuals of all ages,
but the audience's age may affect the communication medium or delivery
platforms. For example, social media platforms and mobile messaging may be
more suitable for providing younger audiences with information. In contrast,
written materials, emails, phone calls, meetings, and memos may be more
productive for older audiences.
4. Race and Ethnicity
In communication, race and ethnicity are important factors, especially
when deciding on graphics and images. To represent the intended audience's
demographics, it is necessary to design the graphics and photos in the
communication materials.
5. Primary Language
It is essential to consider the primary language if the message is to be
successful. There is a need to translate the contact materials into the primary
language if the language used differs from the one used by the target audience.
6. Health Status
Health status matters a great deal as it determines individuals'
willingness to listen and react and the ability to make sense of the information
shared. While individuals with some health conditions tend to be more
knowledgeable healthcare users with more excellent knowledge of health care
system problems, the materials must be more personal and applicable to
particular health conditions or issues.
7. Job Type
The audience's job type may influence the format of materials and the
delivery procedures to be used. Disseminating the materials via an Internet
portal or email messages could not be successful for an audience without
access to their computers.
8. Information Sources
This matter because they influence the format and delivery of the
communication materials and the medium in which they trust.
Individuals as Audience
As individuals, you and I are engaged in contact at various intrapersonal,
interpersonal, and mass communication levels. For several factors, we do so. People
interact to inform and be informed, be persuaded and directed by their views, express
and promote the identity and membership of a cultural or social community, be
amused and entertained, and other purposes. McQuail (1972) presented the following
typology of interactions between media-persons:
1. Diversion - a diversion from routine or issues, release of feelings,
2. Personal connections - companionship, a social utility
3. Personal identity - self-reference, discovery of truth, values reinforcement
4. Surveillance- finding knowledge

32
 Also, it has been suggested that the pleasure that an individual receives from
it may explain the media's use. This is focused on the premise that audiences are
created based on individual needs, desires, and taste similarities. Many seem to have
a social or psychological root. Research results show that among the benefits that
audiences have obtained from using the media are:
- Information and education - Emotional release
- Guidance and advice - Identity formation and confirmation
- Diversion and relaxation - Lifestyle expression
- Social contact - Security
- Value reinforcement - Sexual arousal
- Cultural satisfaction - Filling time

Groups and Organizations as Audience

Like individuals, for several purposes, organizations communicate with others.
Communication planning experts have defined organizations' communication needs
as follows (Innet and Shewchuk, 2003):
• To inform
You may need to let interested parties know who you are, what you can do for
them, what they can do to assist you, or even how to get in contact with you.
• To build understanding or change behavior
You may want to persuade others to think, behave, or feel a certain way; to, for
example, quit smoking. This may include appealing to emotions, self-interest,
or the imagination of an individual.
• To resolve conflict or prevent misunderstandings
Even small misunderstandings can cause significant problems for your
organization. By putting yourself in your audience's role, paying attention to
their needs, and getting to know them, you will ensure good communication.
• To present a point of view or project an image.
Often, this is all you need to do to accomplish your goal
• To lower barriers between groups and individuals
These barriers may range from information overload to suspicion and
prejudice.

Among the wide variety of communication media which organizations can use
to fulfill these communication needs are (Ibid.):
1. Paid advertising: radio, print, television, transit ads, mall displays,
2. Print Materials: brochures, posters, newsletters, annual report,
3. Media relations: regular contact with journalists, mailing lists, one-on-one

33
 interviews, meeting with editorial boards, news releases, electronic
releases, news conferences, talk shows, information kits, letters to the
editors, issue spokesperson, feature articles, website postings
4. Public Service Announcements: cable television and radio often accept
community PSAs,
5. Community Relations: direct mail, public speaking, AV presentations,
personal contacts, public meetings, site tours, educational opportunities,
sponsorship opportunities,
6. Government Relations: regular contact with key officials, add government
officials/offices, briefings/briefings documents,
7. Organization/Corporate Communications: spokesperson, speeches,
special events, displays, trade shows, annual and other reports, yearly
meetings, and
8. Internal Communications: discussions, newsletters, employee yearly
report, the information in pay envelopes, the letter sent to employee’s
homes, bulletin board messages, electronic mail messages, employee
special events.

What is it?
D
Leaning Task 3: Self-Check
Directions: Answer the following questions based on your understanding of the
concepts presented.

1. What do audiences in communication have in common?

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
2. What are some major reasons why individuals and groups communicate?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
3. Choose any social group in your community, write at least three communication
needs of these groups.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

34
 What is more?
E
Leaning Task 4: Face Off
Directions: Differentiate individual and group audience by filling in the similarities
and differences of their needs as clientele of communication.
Individual Audience Group Audience

What I can do?

E
Leaning Task 5: Writing your Thoughts
Directions: Interview one (1) practitioner or professional in communication (i.e. a
writer, a person good in speech communication) in your barangay through
messenger, video call, phone call, or face to face IF possible on the characteristics
and needs of audiences in communication using the guided question below. On a
piece of paper, make a reflection with not less than 200 words based on your
gathered data.
Guide Questions:
1. Why is it important to communicate with others?
2. Why do you think people communicate?
3. What are some communication activities you engaged with your clientele?
4. What are some factors to consider in expressing your thoughts and ideas to
a group of people?
5. Do people in a group react the same way after you express your thoughts
and ideas? Why or why not?
Criteria:
Content - 25 pts
Organization of Ideas -10 pts
Quality of Writing -10 pts
Grammar - 5 pts
Total 50 pts

35
 What I have learned?
A
Leaning Task 6: The Needs are ...
Directions: Fill in the graphic organizers below with the needs in communication of
the different clientele found in your community.

Me as a My
Student Family

Religious Local
Group Gov’t Unit

Reflection

Leaning Task 7: My 3, 2 and1

Complete the following phrases to sum up what you have learned.

3 things I have learned...

__________________________
__________________________ 2 things I want to remember
__________________________ _____________________________
_____________________________ 1 question I have
______________________

36
 37
Lesson 7
Learning task 7: Ethical or Not
1. Unethical
2. Ethical
3. Ethical
4. Unethical
5. Ethical
6. Unethical
7. Ethical
8. Ethical
9. Unethical
10. Unethical
Lesson 6
Learning task 1: Fact or Bluff
1. Bluff
2. Fact
3. Fact
4. Bluff
5. Fact
Learning Task 4: Describing the Symbols
1. Channel
2. Speaker
3. Receiver
4. Message
5. Barrier
Lesson 5
Learning Task 1 Learning Task 6
1. B 1. C
2. C 2. A
3. A 3. C
4. D 4. C
5. E 5. Answers may vary
Learning Task 2
C H I L D R E N
L C O M M U N I T Y
I W E L L B E I N G
E Y
N O I T N E V R E T N I L
T N E M R E V O G H I
E H T L A E H L A T N E M
L L A
E L D E R L Y P F
Answers
 References

Lesson 5
Dela Cruz, A.S. et.al., (2016). Discipline and Ideas in the Applied Social Sciences.
Quezon City. Phoenix Publishing House, Inc.
https://www.powtoon.com/online-presentation/fjaMQx0byJz/social-work-process-
methods-and- services/?mode=movie&locale=en
https://znnhs.zdnorte.net/wp-content/uploads/2020/11/DIASS-Module-3.pdf
Lesson 6
Benedicto, M.J., et al. “Discipline and Ideas in the Applied Social Sciences– Senior
High School” (Department of Education 2020).
Flores, Ramona S. “Oral Communication in Context” (Rex Books Store, Inc. 2016)
Melegrito, M.L., Dela Cruz, A.R., Valdez, V., and Fernandez, C. “Discipline and Ideas
in the Applied Social Sciences” (Phoenix Publishing House, 2016).
Sipacio, Philippe John F., and Balgos Anne Richie G. “Oral Communication in Con-
text for Senior High School” (C & E Publishing Inc., 2016).
Lesson 7
Benedicto, M.J., et al. “Discipline and Ideas in the Applied Social Sciences– Senior
High School” (Department of Education 2020).
https://www.coursehero.com/file/44041248/Week014-Modulepdf/ Accessed Janu-
ary 31, 2020.
https://www.scribd.com/presentation/426190869/DIASS-PPT2-pptx Accessed Jan-
uary 31, 2020.
https://study.com/directory/category/Communications_and_Journalism.html Ac-
cessed January 31, 2020.
https://www.standup4humanrights.org/en/article.html Accessed January 31,
2020.
Melegrito, M.L., Dela Cruz, A.R., Valdez, V., and Fernandez, C. “Discipline and Ideas
in the Applied Social Sciences” (Phoenix Publishing House, 2016).
Philippines Press Institute Journalist Code of Conduct (2016) https://
philpressinstitute.net/journalist-code-of-ethics/ Accessed January 31, 2020.
Lesson 8
Characteristics of Clientele and Audiences of Communication (2016) https://
w ww. elcom b lus. com /c ha ra ct er is t ics -of -c lient ele - a nd -a u d ienc es -of -
communication/ Accessed January 31, 2020.
Melegrito, M.L., Dela Cruz, A.R., Valdez, V., and Fernandez, C. “Discipline and Ideas
in the Applied Social Sciences” (Phoenix Publishing House, 2016).

38
Para sa mga katanungan o puna, sumulat o tumawag sa:

Department of Education Division Rizal Office

Address: DepEd Bldg.,Cabrera Rd.,Bgy. Dolores,Taytay,Rizal 1920

Telephone number: 09274562115/09615294771

39
40