DISCIPLINES AND IDEAS IN THE APPLIED SOCIAL

SCIENCES

MODULE 1 / Q1 : APPLIED SOCIAL SCIENCES

CONTENT STANDARD

The learners demonstrate an understanding of social sciences and applied social sciences and disciplines
of counseling.

PERFORMANCE STANDARD
The learners should be able to explain clearly public perceptions about the work of social sciences and applied
social science practitioners and demonstrate a high level of understanding of the basic concepts of counseling
through a group presentation of a situation in which practitioners of counseling work together to assist individuals,
groups, or communities involved in difficult situations (e.g., postdisaster, court hearing about separation of
celebrity couple, cyber bullying)

INTRODUCTION AND FOCUS QUESTIONS/ESSENTIAL QUESTIONS:

Applied social science is the application of social science theories, concepts, methods, and findings to problems
identified in the wider society (D. Jary & J. Jary 2000). Using this understanding in the segmentation of social
science into distinct disciplines gives rise to the concepts of applied social sciences that include counseling, social
work, and communication.
https://www.elcomblus.com/introduction-to-the-disciplines-of-applied-social-sciences/

This learning module contains the most essential learning competencies that hone your knowledge in the disciplines
of applied social science specifically in counseling.

Essential Questions:

1. Why is knowing the difference between social sciences and applied social sciences important?
2. Why should you know about the discipline of counseling?
3. Why is studying counseling necessary in our daily lives?

LESSONS AND COVERAGE:

MODULE MAP:
disciplines of counseling
social sciences and professionals and practitioners
in counseling
applied social sciences

clientele and audiences clientele and audiences in

counseling
in communication

professionals and practitioners in settings, processes, methods,

communication and tools in counseling

disciplines of disciplines of social work

communication

settings, processes, methods, professionals and practitioners

and tools in social work in social work
clientele and audiences in
social work
EXPECTED SKILLS:

To do well in this module, you need to remember and do the following:

Lesson 1 (HUMSS_DIASS12-Ia-1) Clarify the relationships and differences between social

sciences and applied social sciences.
(HUMSS_DIASS12-Ib-3) Identify the goals and scope of counselling
(HUMSS_DIASS12-Ib-4) Explain the principles of counselling
Lesson 2 (HUMSS_DIASS12-Ic-6) Discuss roles and functions of counsellor.
(HUMSS_DIASS12-Ic-7) Identify specific work areas in which counsellors’ work.
(HUMSS_DIASS12-Ic-9) Value rights, responsibilities, and accountabilities of
counsellors.
(HUMSS_DIASS12-Ic-10) Distinguish between ethical and unethical behaviours
among counsellors
Lesson 3 (HUMSS_DIASS12-Id-11) Describe the clientele of counselling.
(HUMSS_DIASS12-Id-14) Illustrate the different process and methods involved in
counselling.
(HUMSS_DIASS12-Id-15) Distinguish the needs of individuals, groups, organizations, and
communities.
Lesson 4 (HUMSS_DIASS12-Ie-16) Identify the goals and scope of social work
(HUMSS_DIASS12-Ie-18) Explain the principles and core values of social work
(HUMSS_DIASS12-If-19) Explain the roles and functions of social workers
(HUMSS_DIASS12-If-20) Identify specific work areas in which social workers work
(HUMSS_DIASS12-If-22) Value rights, responsibilities, and accountabilities
(HUMSS_DIASS12-If-23) Distinguish between ethical and unethical behaviours
among practitioners
(HUMSS_DIASS12-Ig-24) Describe the clientele of social work
(HUMSS_DIASS12-Ig-25)Distinguish the needs of individuals, groups, organizations,
and communities
(HUMSS_DIASS12-Ig-27) Illustrate the different processes and methods involved in
undertaking social work
Lesson 5 (HUMSS_DIASS12-Ih-28) Identify the goals and scope of communication
(HUMSS_DIASS12-Ih-29) Explain the principles of communication
(HUMSS_DIASS12-Ih-31) Describe the elements and level of the communication
processes
(HUMSS_DIASS12-Ij-32) Explain the roles and functions of the communicators and
journalists
(HUMSS_DIASS12-Ij-33) Identify specific work areas in which communicators and
journalist work
(HUMSS_DIASS12-Ij-35) Explain the rights, responsibilities, and accountabilities
(HUMSS_DIASS12-Ij-36) Distinguish between ethical and unethical behaviours
among practitioners
Lesson 6 (HUMSS_DIASS12-IIa-377) Describe the clientele and audience of communication.
(HUMSS_DIASS12-IIa-38) Distinguish the needs of individuals, groups, organizations, and
communities.
PRE - ASSESSMENT:

Let’s find out how you already know about this module. Write your answer on the blanks
provided. Afterwards, you’ll know your score. Take note of your wrong items and discover
the answer while you go along in studying the whole module.

WORD BANK

Social science Counseling Sender or source Praying

Applied social science Placement and follow-up Message

Social work Marriage and family counseling Social positions

_______________ 1. It is the study of society and the manner in which people behave and impact the world.
_______________ 2. It is a branch of study that applies the different concepts, theoretical models, and
theories of the social science disciplines to help understand society and the different problems and issues.
_______________ 3.It refers to a professional guidance given to an individual by applying psychological
methods.
_______________ 4. It is a discipline that focuses on the improvement of individual and collective well-
being of families, groups, and communities.
___________________ 5. A service of school counseling program with emphasis educational placements in course and
programs.
______________ _6. It refers to the efforts to establish an encouraging relationship with a couple or family
and appreciate the complications in the family system.
______________ 7. Praying is a form of communication.

______________ 8. Social position is the status that a person enjoys in a communication context.
______________ 9. It refer to a person , groups, or institutions that create or produce the message; also
referred to as encoder.
_______________ 10. It refer to the ideas or meanings, expressed in verbal or nonverbal means, which is
transmitted from the source to the receiver.

LEARNING GOALS:

By now, you must have a bird’s eye view of what concepts, skills and understanding performances you are
expected of this module.

This module is composed of the most essential learning competencies that help you to gain skills and
important ideas. That is why; there is a need for you to explore the whole module without skipping any page as
possible. Every lesson is contained with the four parts; Explore, Firm-Up, Deepen and Transfer. There are activities
and process questions that will guide and practice your learning.
 THE DISCIPLINE OF COUNSELLING

(HUMSS_DIASS12-Ia-1) Clarify the relationships and differences between social

sciences and applied social sciences.
(HUMSS_DIASS12-Ib-3) Identify the goals and scope of counselling
(HUMSS_DIASS12-Ib-4) Explain the principles of counselling

‘’Hello my dear learners! Welcome to the first lesson of the quarter! Are you excited to learn more about
counseling? Though we won’t be able to meet personally as you learn, I had prepared this module to guide
you as you learn the topic. Enjoy!’’

Activity No. 1:

COUNSELING AS A DISCIPLINE: ITS MEANING, GOALS, SCOPE, CORE VALUES AND PRINCIPLES

THE MEANING OF COUNSELING

Nystul (2003) defined counseling as basically an art and a science wherein you endeavor to weigh the objective and
subjective facets of the counseling process. Counseling as an art is the subjective dimension of counseling. It upholds a
flexible and creative process whereby the counsellor modifies the approach to meet the developing needs of the clients. It is
also associated with the acts of giving oneself and being compassionate in counseling processes.
Counseling as a science, on the other hand, is the objective dimension of the counseling process. It is about counsellors
who are discerning and possesses skills to formulate objective observations and inferences (Nystul, 2003).
Counseling is a fundamental part in the area of helping not only in social work but also in guidance. It is a particular
process of providing aid to a person who seeks help. Counseling exists when you meet with a trained professional who has
the knowledge, skills, and orientation to deliver required services. The trained professional is a counsellor who will
accompany you – listen to you and assist and help you to meet your goals.
Based on the Guidance and Counseling Act of 2004, guidance and counseling is the profession that implicates the
application of “an integrated approach to the development of well-functioning individual” through the provision of support
that aids an individual to use his/her potentials to the fullest in accord with his/her interests, needs, and abilities (University of
Queensland, 2015).
At the American Counseling Association (ACA) Conference in Pittsburgh in March 2010, the representatives come to an
agreement on a professional relationship that empowers diverse individuals, families, and groups to accomplish mental
health, wellness, education, and career goals (Kaplan, Tarydas, and Gladding, 2014). This definition talks about
empowerment of individuals, families, groups, and communities toward reaching their goals in life.

GOALS OF COUNSELING
The key component of individual, group, organizational and community success is the setting of goals. Counseling, like
any form of helping, must be motivated by goals. It would be more challenging to reach your desired destination if you lack
or unaware of your goals. The primary goal of counseling is to help people utilize their prevailing social skills and problem-
solving skills more functionally or to cultivate new surviving and copying skills.
Detailed and expansive counseling goals have been identified by Gibson and Mitchell (2003), which are as follows:
 Development Goals – assist in meeting or advancing the client’s human growth and development including social,
personal, emotional, cognitive, and physical wellness.
 Preventive Goals – helps the client avoid some undesired outcome
 Enhancement Goals – enhance special skill and abilities.
 Remedial Goals – assisting a client to overcome and treat an undesirable development.
 Exploratory Goals – examining options, testing of skills, trying new and different activities, ect.
 Reinforcement Goals –helps client in recognizing that what they are doing, thinking, and feeling is fine.
 Cognitive Goals – involves acquiring the basic foundation of learning and cognitive skills.
 Physiological Goals – involves acquiring the basic understanding and habits for good health.
 Psychological Goals – aids in developing good social interaction skills, learning emotional control, and developing
positive self-concept.
 The above goals indicate that counseling aims to empower the client by helping him/her mike critical decisions in life,
develop ability to cope, enhance effectiveness, and improve quality of life. Other than the goals discussed above, McLeod
(2003) presented a list of counseling goals, some of which are enhancement of the above goals.
GOALS DESCRIPTION
Insight Understanding of the origins and development of emotional difficulties, leading to an
increased capacity to take rational control over feelings and actions
Relating with others Becoming better able to form and maintain meaningful and satisfying relationships with
other people: for example, within the family of workplace
Self-awareness Becoming more aware of thoughts and maintain feelings that had been blocked off or
denied, or developing a more accurate sense of how self is perceived by others
Self-acceptance The development of a positive attitude towards self, marked by an ability to acknowledge
areas of experience that had been the subject of self-criticism and rejection
Self-actualization Moving in the direction of fulfilling potential or achieving an integration of previously
conflicting parts of self
Enlightenment Assisting the client to arrive at a higher state of spiritual awakening
Problem-Solving Finding a solution to a specific problem that the client had not been able to resolve alone
and acquiring a general competence in problem-solving
Psychological education Enabling the client to acquire ideas and techniques with which to understand and control
behaviour
Acquisition of Social Skills Learning and mastering social and interpersonal skills such as maintenance of eye contact,
turn-taking in conversations, assertiveness, or anger control
Cognitive change The modification or replacement of irrational beliefs or maladaptive thought patterns
associated with self-destructive behaviour
Behaviour change The modification or replacement of maladaptive or self-destructive patterns of behaviour
Systematic change Introducing change into the way in that social systems operate
Empowerment Working on skills, awareness, and knowledge that will enable the client to take control of
his or her own life
Restitution Helping the client to make amends for the previous destructive behaviour
Generativity Inspiring in the person a desire and capacity to care for others and pass on knowledge and
to contribute to the collective good through political engagement and community work

SCOPE OF COUNSELING
Counseling is a broad concept with diverse meanings and goals. The identified goals above indicate the scope of
counseling. Counseling is necessary in almost every aspect of a person’s life – cognitive, behavioural, systematic, social,
psychological and others. It is also applied to individuals, family and groups.
A more focused subject matter related to scope of counseling is the 4757-15 Scope of Practice for Licensed Professional
Counselors. It contains the rights and responsibilities of licensed counsellors including the following:
Licensed Professional Counselors may for a fee, salary, or other considerations
1. afford counseling services to individuals, groups, organizations, or the general public comprising of: application of clinical
counseling principles, methods, or procedures to assist individuals in realizing effective personal, social, educational, or
career development and adjustment.
2. “apply clinical counseling principles, methods, and procedures,” means an approach to couseling that emphasizes the
counselor’s role in systematically assisting clients through all of the following: assessing and analyzing emotional conditions,
exploring possible solutions, and adjustment or development. It may include counseling, appraisal, consulting, supervision,
administration and referral.
3. engage in the diagnosis and treatment of mental and emotional disorders when under the supervision of a professional
clinical counselor, psychologist, psychiatrist, independent marriage and family therapist, or independent social worker.
4. provide training supervision for students and registered counselor trainees when services are within their scope of practice,
which does not include supervision of the diagnosis and treatment of mental and emotional disorders.

CORE VALUES AND ETHICAL PRINCIPLES OF COUNSELING

The way we perceive or view things, people, events and our environment, is influenced by our values. Our analysis and
position on certain issues are based on our values. Our dos and don’ts and our bottomlines are results of what our values
dictate. In other words, values indicate what we believe in – what are important to us. We behave in certain ways because this
is what our values tell us.
According to Gibson and Mitchell (2003), pointed out that those individuals who do not know their values usually get
involved in destructive, ferocious, and insignificant actions. In counseling, it is essential that the counselor’s comprehend the
values of their client’s in order to accompany them appropriately.
According to McLeod (2003), the founders of humanistic psychology, including Maslow and Rogers, highlighted the
importance of value. In counseling, ethics, and moral issues are closely connected to values. Actions must be based on
vigilant, insightful thoughts and reflective thoughts based on the ethical principles of couseling, which are the follows:
Ethical These are the ideas that underpin both personal and professional codes.
Principles Autonomy of individuals
is based on the right to freedom of action and freedom of choice in so far as the pursuit of these freedom does
not interfere with the freedom of others; counseling cannot happen unless the client has made a free choice to
participate
personal autonomy is not a simple one and not sufficient as a guide to action and good practice in all
circumstances
Principle of Nonmaleficence
this refers to instruction to all helpers or healers that the must, above all, do not harm;
beneficence refers to the order to promote human welfare
both nonmaleficence and beneficence occur in the prominence in codes of practice that counselors must
warrant that they are trained to an appropriate level of competence, that they must monitor and maintain their
 competence through supervision, consultation, and training, and they must work only within the limits of their
competence
one of the areas of concern is the riskiness of the therapeutic technique; the principle of autonomy might
suggest that if the client has given informed consent of the intervention to take place, then the client has the
responsibility for the consequences;
moral dilemmas like beneficence are often resolved by recourse to utilitarian ideas; it might depend in whether
it could be predicted that, on balance, the benefits of the therapy outweighed the costs and risks.
Principle of Justice
concerned with the fair distribution of resources and services, unless there is some acceptable reason for
treating them differently
for counseling, the principle has particular relevance to the question of access
commitment to be fair goes beyond that of the ordinary person; in view of the agreement to promote worth and
dignity of each individual, counselors are required to be concerned with equal treatment for all individuals
(Kitchener, 1984 as cited in McLeod, 2003)
Principle of Fidelity
shares to the presence of loyalty, reliability, dependable and action in good faith
the rule of confidentiality reveals the importance of fidelity; entering into a contract means to stay with the
client and give the case his/her efforts
General The BACP Ethical Framework for Good Practice, drawing on virtues perspective also identified a set of
Moral personal qualities that all practitioners should possess: empathy, sincerity, integrity, resilience, respect,
Theories humility, competence, fairness, wisdom and courage.

Activity No. 2:
Directions: Write TRUE if the statement is true. FALSE if the statement is incorrect.
_______________1. Social science is the study of society and the manner in which people behave and impact the world.
_______________2. Applied social science is a branch of study that applies the different concepts, theoretical models,
and theories of the social science disciplines to help understand society and the different problems and issues.
_______________3. Counseling is a professional guidance given to an individual by applying psychological methods.
_______________4. Social work is a discipline that focus on the improvement of individual and collective well-being of
families, groups, and communities.
_______________5. Economics is the study of optimum allocation of scarce resources and how individuals interact
within the social structure to address questions regarding the production and exchange of goods and services.

Activity No. 3:
Directions: Answer the following questions comprehensively.
1. Why are social sciences relevant in understanding the diverse conditions and problems of society?
______________________________________________________________________________

2. Can you explain the importance of applied sciences in understanding individual, group and organizational
issue and concerns?
______________________________________________________________________________
 OUR LADY OF THE PILLAR ACADEMY OF SIBONGA, INC.
6020 Poblacion, Sibonga, Cebu
Telefax No.(032) 486- 9698 Email Add. olpa_sibonga@yahoo.com.ph
Member •Catholic Educational Association of the Philippines (CEAP)
*CEAP – CEPA *CEAP - CESSPA

DISCIPLINES AND IDEAS IN THE APPLIED SCIENCES

1ST SEMESTER (1ST QUARTER)
LEARNER’S ACTIVITY SHEET #: 1/Q1

Name: Senior High Strand:

Yr. & Section: Date submitted:

THE DISCIPLINE OF COUNSELLING

Activity No. 1:
 (REFER TO THE DISCUSSION PART OF YOUR MODULE!)

Activity No. 2
1. _
2. _
3. _
4. _
5. _

Activity No. 3

Prepared by: Verified by:

JEAN KENNETH J. MONDIDO SR. MA. MERCY L. BENDANILLO,DST

Subject Teacher School Principal
 PROFESSIONAL AND PRACTITIONERS IN COUNSELING

(HUMSS_DIASS12-Ic-6) Discuss roles and functions of counsellor.

(HUMSS_DIASS12-Ic-7) Identify specific work areas in which counsellors’ work.
(HUMSS_DIASS12-Ic-9) Value rights, responsibilities, and accountabilities of counsellors.
(HUMSS_DIASS12-Ic-10) Distinguish between ethical and unethical behaviours among counsellors

‘’Welcome to Lesson 2! In this lesson, you are going to identify the professionals and practitioners in
counseling. Good luck!’’.

Activity No. 1:
Directions: Define the following words.
1. Rights
2. Responsibility
3. Accountability

COUNSELING AS A PROFESSION: ITS ROLES AN FUNCTIONS

ROLES AND FUNCTIONS OF COUNSELORS
“Counseling is a helping profession”. This statement inspires counsellors in what they do. This statement defines their
roles and function. According to Gibson and Mitchell (2003), a helping profession is composed of members “who are
specially trained and licensed to perform a unique and service for fellow human beings.”
 The roles and functions of professional counsellors have progressed including individual assessment, environmental
assessment, individual counseling, group counseling and guidance, career assistance, placement and follow-up, and
expanded to include referral, consultation, research, evaluation, accountability and prevention (Gibson and Mitchell, 2003).
These roles and functions are briefly described below:
Roles/Functions Description
Individual Assessment Seeks to identify the characteristics and potential of every client; promotes
the client’s self-understanding and assisting counsellors to understand the
client better
Individual Counseling Considers as the core activity through which other activities become
meaningful. It is a client-centred process that demand confidentiality.
Relationship is established between counsellor and client.
Group Counseling and Guidance Groups are means of providing organized and planned assistance to
individuals for a array of needs. Counselor provides assistance through
group counseling and group guidance.
Career Assistance Counselors are called on to provide career planning and adjustment
assistance to clients.
Placement and Follow-Up A service of school counseling programs with emphasis educational
placements in course and programs.
Referral It is the practice of helping clients find needed expert assistance that the
referring counsellor cannot provide.
Consultation It is a process of helping a client through a third party or helping system
improve its services to its clientele.
Research It is necessary to advance the profession of counseling; it can provide
empirically based data relevant to the ultimate goal of implementing
effective counseling.
Evaluation and Accountability Evaluation is a means of assessing the effectiveness of counselor’s activities.
Accountability is an outgrowth of demand that schools and other tax-
supported institutions be held accountable for their actions.
Prevention This includes promotion of mental health through primary prevention using
a social-psychological perspective.

CAREER OPPORTUNITY AND AREAS OF SPECIALIZATION OF COUNSELORS

MARRIAGE AND FAMILY COUNSELING
Marriage and family counseling refers to the efforts to establish an encouraging relationship with a couple or
family and appreciate the complications in the family system. This approach recommends that marriage and family
counsellors enter a family system not as expects but as an inquisitive learner that want to discover learners that want
to discover what they have. The focus of counsellors is on helping couples and families discover options and
opportunities for effective family living.

CHILD AND ADOLESCENT COUNSELING

Child and adolescent counseling is a developing area of expertise in the counseling profession. Common problems
include child abuse and neglect, child/adolescent depression, and antisocial behaviour. The counseling strategies focus
on helping children and adolescents acquire coping skills through promotion of resiliency, positive attachment
relationship, emotional, and intellectual intelligence and other qualities that promote optional development.

GROUP COUNSELING
Group counseling is a dynamic field in the counseling profession. Group counseling as a practice can be located in
most counseling programs and becomes an essential part of the counsellor’s system. Group counseling offers the
following: opportunities for members to learn from observing other group member’s; can function as helpers and
helps; opportunities to discover that you others have similar concerns; members are encouraged to offer help to
others; opportunities to enchance interpersonal skills; the therapeutic climate created similar as the client’s family
origin.

CAREER COUNSELING
Career counseling is an evolving and challenging counseling field. This type of counseling aids individuals on
decisions and planning concerning their career. The counseling approach includes integrating theory and practice.
Savickas (1996) as cited in Nystul (2003) adopted the model of Wagner (1971) on structural analysis of personality to
realm of vocational psychology. The model consists of vocational career services, occupational placement, vocational
guidance, career counseling, career education, career therapy, and position coaching.

SCHOOL COUNSELING
School counseling refers to the process of reaching out to students with concerns on drugs, family and peers, or
gang involvement. School counsellors links with relevant community agencies and closely coordinates with key
stakeholders in the school and family. The job requires sensitivity to individual differences and considers diversity in
enhancing educational perspective. The job requires skills on consultation, counseling exceptional students and with
the ability to handle problems such as drug abuse, teenage pregnancy, divorced or single parents, and dropping out of
school.
 MENTAL HEALTH COUNSELING
Mental health counseling is manifested in the challenges posed by its clientele with disorders. Mental disorders
include serious depression, schizophrenia, and substance abuse. Mental health counsellors have to be inventive, and
creative to address these problems. The job requires patience, humility, kindness, and compassion. Skills required for
job effectivity comprise of capacity to determine when to be an advocate and when you let the client take the initiative,
must have a support system to be able to work effectively, apply give-and-take approach in establishing support
system, and communication skills.

RIGHTS, RESPONSIBILITIES AND ACCOUNTABILITIES OF COUNSELORS

The following is a statement of rights and responsibilities of all Health and Counselling Service clients.

Clients have the right to:

 receive humane care and treatment with respect and consideration
 privacy and confidentiality when seeking or receiving care except for life threatening situations or conditions
 confidentiality of your health records
 receive accurate information concerning diagnosis, treatment, risks, and prognosis of an illness or health
condition
 ask about reasonable alternatives to care at HCS or outside facilities
 a second professional opinion regarding diagnosis or treatment
 participate actively in decisions regarding one’s healthcare and treatment
 accessible information regarding the scope and availability of services
 file a complaint with the director of HCS regarding any concerns related to the privacy, confidentiality or
security of your medical record
 review and amend your medical record
 revoke your authorization to release except to the extent that action has not already been taken
 a copy of any fees and charges related to your visit

Clients have a responsibility to:

 provide complete information about one’s illness/problem, to enable proper evaluation and treatment
 ask questions to ensure an understanding of the condition or problem
 show respect to health personnel and other patients
 reschedule/cancel an appointment so another person may see a physician
 pay bills or file health claims in a timely manner
 use prescription or medical devices for oneself only
 inform the practitioners if one’s condition worsens or an unexpected reaction occurs from a medication
 provide requests for permission to release health records in writing to HCS

ETHICAL AND UNETHICAL BEHAVIORS AMONG COUNSELORS

It is suggested that there are two quite distinct systems of ethics and practice in use by counsellors in educations:
the integrated model, which emphasizes viewing the counsellor-institution relationship as the primary ethical
perspective; and the differentiated model, which emphasizes the counsellor-client relationship as the starting point for
an ethical understanding of counselor’s role. The implications of these two perspectives for ethical issues relating to
sources, the implications of role diffusion, and the outcomes of counselling, are examined. The ethical consequences of
viewing the tow systems as reconcilable or incompatible are explored.

Activity No. 2:
Directions: Answer the following questions carefully and choose your answer from the words inside the box.

●mental counseling ●Gibson and Mitchell ●group counseling ●school counseling

●marriage and family counseling ●research ●child and adolescent counseling ●medical counseling

●placement and follow-up ●consultation ●career counseling ●individual assessment

_______________1. They says that helping profession is composed of members “who are specially trained and licensed to perform a
unique and service for fellow human beings.”
_______________2. A service of school counseling programs with emphasis educational placements in course and programs.
_______________3. It is a developing area of expertise in the counseling profession.
_______________4. It refers to the process of reaching out to students with concerns on drugs, family and peers, or gang involvement.
_______________5. It is manifested in the challenges posed by its clientele with disorders.
_______________6. It is an evolving and challenging counseling field.
_______________7. It refers to the efforts to establish an encouraging relationship with a couple or family and appreciate the
complications in the family system.
_______________8. It is a process of helping a client through a third party or helping system improve its services to its clientele.
_______________9. It is a dynamic field in the counseling profession.
_______________10. Seeks to identify the characteristics and potential of every client; promotes the client’s self-understanding and
assisting counsellors to understand the client better.

Activity No. 3:
Directions: Read and analyze the situations below then identify whether it is ETHICAL or UNETHICAL behaviour of a
counselor and support your claim in 2-3 sentences only.

1. A clinical social worker suddenly terminated treatment wth a client who was sill struggling with depression. The following
day, he called his just-terminated client and invited her to meet in the mall and watch movie. After, they dined in a fine
restaurant and from there the social worker then shared her personal experiences. They talk for more hours and asked the
client to pay their bill in the restaurant afterwards, Is the behaviour of the social worker ethical or unethical? Support your
answer.
2. A grade 12 female student came inside the guidance counsellors office nd cried. The counselor directly paid attention to the
student and brought the said student to the counselling area. The counselor asked the student to share whatever problem she
has and upon learning about it, the counselor asked so many questions to the girl and helped her realize her priorities and
guided the student in making decisions by herself. Is the behaviour of the counselor ethical or unethical? Support your answer.

OUR LADY OF THE PILLAR ACADEMY OF SIBONGA, INC.

6020 Poblacion, Sibonga, Cebu
Telefax No.(032) 486- 9698 Email Add. olpa_sibonga@yahoo.com.ph
Member •Catholic Educational Association of the Philippines (CEAP)
*CEAP – CEPA *CEAP - CESSPA

DISCIPLINES AND IDEAS IN THE APPLIED SCIENCES

1ST SEMESTER (1ST QUARTER)
LEARNER’S ACTIVITY SHEET #: 2/Q1

Name: Senior High Strand:

Yr. & Section: Date submitted:

PROFESSIONAL AND PRACTITIONERS IN COUNSELING

Activity No. 1:
1. __

2. __

3. _

(REFER TO THE DISCUSSION PART OF YOUR MODULE!)

 Activity No. 2

Activity No. 3

1.

2.
 Prepared by: Verified by:

JEAN KENNETH J. MONDIDO SR. MA. MERCY L. BENDANILLO,DST

Subject Teacher School Principal

CLIENTELE AND AUDIENCES IN COUNSELING

(HUMSS_DIASS12-Id-11) Describe the clientele of counselling.

(HUMSS_DIASS12-Id-14) Illustrate the different process and methods involved in counselling.
(HUMSS_DIASS12-Id-15) Distinguish the needs of individuals, groups, organizations, and communities.

‘’Welcome to Lesson 3! In this lesson, you are going to identify the clientele and audiences in counseling.
Good luck!’’.

Activity No. 1
Directions: The following are the stages of the counseling process. Arrange them from the first to the last stage. Use number 1-6
_ Assessment and Diagnosis
Formulation of Counseling Goals
Research and Evaluation
Intervention and Problem – solving
Relationship Building
Termination and Follow - Up

COUNSELING AND ITS CLIENTELE AND AUDIENCE

Clientele and audiences refers to the people who go to counseling. These are the people who need help and
support. They are the patients.
Clientele and audiences of counseling usually consist of people who:
People Who Abuse Drugs
In our society, there are increasing drug users. Drug abuse is not just harmful to our health but to our mental
health as well. It cannot be denied that drug addiction create more social problems and contribute to social
disintegration. Consequently, more youth victims cry for help and seek for counselor’s attention.

People Who Use Tobacco

Slowly, our population recognizes the bad effects of tobacco to our health. However, many people still use and
continue to use tobacco even if it is deadly. User find it difficult to stop smoking. Hence, smokers who desire to
quit tobacco were added to the list of the counselor’s audiences.

People Who Abuse Alcohol

Alcoholism is seen as a disease and alcoholics find it difficult to stop drinking on their own. This requires help from
a professional as it requires appropriate treatment. However, an equally important paradigm is to look at
 alcoholism as a weakness of self-control and self-discipline. Therefore this requires intervention other than
treatment.

Women
Even with the changing role of women in society, men still predominantly control purchasing and decision-making
powers. Most men still have less participation in household responsibilities and child care. In this case, women’s
advancement is constrained. What complicates this situation is the women’s perception about themselves and the
society’s expectations. Counselors are responsible in helping women appreciate their own values, abilities,
aptitudes, and interests and to utilize these to develop their full potential (Gibso and Mitchell, 2003).

Older Adults
The aging population is increasingly rising and demands more attention. Retirees who are adjusting to life outside
work feel lost and ignored. Life for them suddenly loses meaning. A transition from a busy life to retirement stage
must be instituted. This challenge to the counseling profession. Other aging issues that require attention of
counseling include loss of a partner, decline of mental capacity and mobility, increased loneliness, decline in
financial security, etc.

People With Aids

Acquired immune deficiency syndrome (AIDS) has been labelled as the most feared disease due to its incurability.
Victims of this disease are seeking help to improve their quality of life and to handle their emotional stress and low
self-esteem. Counseling approach requires sensitivity and appreciation of the intricacies of the disease. Counselor
may also help in assisting and educating the victim’s support system.

Victims of Abuse
This population represents victims of domestic violence characterized by spouse and child abuses. Spouse abuse is
often associated with poverty, drug abuse and career disappointments. The abuse has also become rampant and
has caused psychological damage to the victims. The counsellors are increasingly being utilized to help the victims.

Gay Men and Lesbian Women

There is a growing number of gays and lesbians that are coming out. However, there are still sectors in the society,
including their own families that avoid and discriminate them. They are usually the victims of harassment, violence,
discrimination and isolation. Gays and lesbians, like other sectors of the society, suffer from peer denial, family
clash, health uncertainties, and prejudgement. Counseling will focus on self-awareness, self-acceptance, and
understanding.

PROCESSES IN COUNSELING
The counseling process is considered as an art and a science. The art, which it the subjective part, requires counseling
to be sensitive to the world of the client. It entails good listening skills, and ability to demonstrate care and empathy.
The science which represents the objective part of the process requires the use of scientific tools to obtain
comprehension on what is happening during stages of the counseling process.
There are Six stages of Counseling Process:
1. Stage One: Relationship Building
 This is the heart of the counseling process because it provides the force and foundation for the counseling to
succeed. Relationship building is the art dimension of counseling.
 This stage involves establishing rapport, promote acceptance of the client as a person with worth, establishing
genuine interaction, promote direct mutual communication, helping clients understand themselves, helping client
focus and slowly promote counseling relevant communication from the client.

2. Stage Two: Assessment and Diagnosis

 The assessment and diagnosis stage is one of the most crucial stages.
 This serves as the window for the counsellor to have a thorough appreciation of the client’s condition.
 It entails analysis of the root causes of the problem.
 The data that will be gathered in the diagnosis will be utilized in the formulation of goals.

3. Formulation of Counselinng Goals

 Goals are important as it sets the direction of the counseling process.
 It shall serve as the parameter of work and the client-counselor relationship.
 Counseling goals may be treated as a process goal or outcome goal.
 Process goals institute the circumstances needed to make the counseling work progress, which includes promoting
a good relationship.
 The outcome goals stipulate the desire of the client in terms of the counseling process.

4. Intervention and Problem-Solving

 Upon formulation of the counseling goals, the strategies for intervention may now be outlined.
 Interventions comprise of individual, group, couples, and family counseling.
 Cormier and Cormier (1998) as cited by Tysul (2003) recommended some guidelines which will motivate client
participation.
 The guidelines include the following: the counsellor has to provide a mapping of the different approaches offered,
describe the role of the counsellor and client for each procedure, identify possible risks and benefits that may
come and estimate the time and cost of each procedure.
 Problem-solving approach may applied in the counseling process.
 Kanfer and Busemeyer (1982) as cited in Tysul (2003), identified the six-stage mode for problem solving: problem
detection, problem definition, identification of alternative solutions, decision-making, execution and verification.

5. Termination and Follow-up

 The essential goal in counseling to witness a client progress on his/her own without the assistance of the
counsellor.
 There are four components of termination which were identified by Quintan and Holahan (1992) as cited in Tysul
(2003):
 Discussion of the end of counseling
 Review of the course of counseling
 Closure of the client’s future and post-counseling plan

6. Research and Evaluation

 This stage can be undertaken at any point in the counseling stage.
 Research and evaluation are fundamental part of the evaluation.
 Results of the research provide a scientific appreciation of the counseling situation.

METHODS IN COUNSELING
 Both Counsellors and Psychotherapists work from a variety of Theoretical Approaches with their clients. These
therapies range from the type of Psychoanalysis, originally practised by Sigmund Freud and later developed into
other forms of analytic psychotherapy by his pupils, through Humanistic Psychotherapy (based on personal growth
and self development) to Behavioural Therapies used for dealing with specific phobias and anxieties. However
there is evidence that the relationship between the counsellor and the client is more important than the approach
the therapist uses.
 The following is an alphabetical list of commonly used Theoretical Approaches with brief descriptions of their
meanings:
ADLERIAN THERAPY
 Adlerian Therapy, originated by Alfred Adler, is also called individual psychology and focuses on creating a
therapeutic relationship that is co-operative, encouraging and practical.
 Adlerian counsellors help clients look at their lifestyle and personal values to help them understand and question
their usual patterns of behaviour and hidden goals.
 It is a learning process that assists the client to move towards useful involvement and contribution to society.
BEHAVIOURAL THERAPY
 This therapy is based on the belief that behaviour is learnt in response to past experience and can unlearnt, or
reconditioned, without analysing the past to find the reason for the behaviour.
 It works well for compulsive and obsessive behaviour, fears, phobias and addictions.

COGNITIVE ANALYTICAL THERAPY

 This combines Cognitive Therapy and Psychotherapy and encourages clients to draw on their own ability to
develop the skills to change destructive patterns of behaviour.
 Negative ways of thinking are explored in structured and directive ways, involving diary-keeping, progress charts,
etc.

COGNITIVE BEHAVIOURAL THERAPY

 This combines Cognitive and Behavioural techniques.
 Client are taught ways to change thoughts and expectations and relaxation techniques are used.
 It has been effective for stress-related ailments, phobias, obsessions, eating disorders and (at the same time as
drug treatment) major depression.

COGNITIVE THERAPY
 Uses the power of mind to influence behaviour.
 It is based on the theory that previous experiences can damage self-image and this can affect attitude, emotions
and ability to deal with certain situations.
 It works by helping the client to identify, question and change poor mental images of themselves, thus altering
negative responses and behaviour.
 It can help pessimistic or depressed people to view things from a more optimistic perspective.

DIALECTICAL BEHAVIOUR THERAPY

 DBT was develop from cognitive behaviour therapy (CBT).
 The main aim of CBT is to change behaviour, which is done by applying techniques with a focus on problem-
solving, such as homework, diary cards and behavioural analysis.
 However, some people felt uncomfortable with the strong focus on change, and felt that their suffering and
apparent loss of control over their lives were not understood.
 This caused them to become frustrated and event to drop out of treatment.
 Therapist sought to resolve this by the use of acceptance strategies.
 Acceptance strategies are added to the process of CBT which means that the therapist explores with their clients
and acceptance that their behaviour (e.g. self-harming, drinking, etc.), even though damaging in the long term,
may be the only way they have learned to deal with intense emotions; and which might have led to positive short
term benefits.
ECLECTIC COUNSELLING
 An Eclectic counsellor will select from a number of different approaches appropriate to the client’s needs.
 This is based on the theory that there is no proof that any one theoretical approach works better than all others
for a specific problem.

EMDR
 Eye movement desensitization and reprocessing (EMDR) is a form of psychotherapy that was developed to resolve
symptoms resulting from disturbing and unresolved life experiences.
 EMDR is thought to imitate the psychological state that we enter into when in rapid eye movement (REM) sleep.
 Studies show that when in REM sleep we are able to make new associations between things very rapidly-EMDR
may be tapping into this high speed processing mode that we all have but often can’t access.
 The theory is that EMDR works directly with memory networks and enhances information processing by creating
associations between the distressing memory and more adaptive information in other memory networks.

FAMILY THERAPY
 This is used to treat a family system rather than individual members of the family.
 A form of Systemic Therapy, it requires specifically trained counsellors.

GESTALT THERAPY
 The name is derived from the German for “organized whole”.
 Developed by Fritz Perls, it focuses on the whole of the client’s experience, including feelings, thoughts and
actions.
 The client gains self-awareness in the “here and now” by analysis behaviour and body language and talking about
bottled up feelings.
 This approach often includes acting out scenarios and dream recall.

HUMANISTIC THERAPY
 Coming from the “personal growth movement” this approach encourages people to think about their feelings and
take responsibility for their feelings and actions.
 Emphasis is on self-development and achieving highest potential.
 “Client-Centred” or “Non-Directive” approach is often used and the therapy can be described as “holistic” or
looking at person may be used to explore and resolve personal issues.

INTEGRATIVE THERAPY
 This is when several distinct models of counselling and psychotherapy are used together.

MINDFULNESS
 Mindfulness is a specific way of intentionally paying attention.
 One negative thought can lead to a chain reaction of negative thoughts.
 This approach encourages people to be aware of each thought, enabling the first negative thought to be “caught”
so that is seen as just a “thought” and not a fact.
 This breaks the chain reaction of negative thoughts giving a mental “space” in which the person can re-centre
themselves in the present.
 Mindfulness is likely to appeal to therapists who have developed a long-term meditation practice.

PERSON-CENTERED THERAPY
 Devised by Carl Roger and also called “Client-Centred” or “Rogerian” counselling, this is based on the assumption
that a client seeking help in the resolution of problem they are experiencing, can enter into a relationship with a
counsellor who is sufficiently accepting and permissive to allow the client to come to terms with negative feelings,
which may have caused emotional problems, and develop inner resources.
 The objective is for the client to become able to see himself as a person, with the power and freedom to change,
rather than as an object.

PRIMAL THERAPY
 Primal Therapy is not generally seen as model of therapy that is used on its own.
 It is usually an additional way of working within the more general therapists are trained.
 This is based on the theory that buried birth or infancy distress can resurface as neuroses.
 The therapy takes the client back to the “primal scene” where trauma can be re-experienced as an emotional
cleansing.

PSYCHOANALYSIS
 This is based on work of Sigmund Freud, who believed that the unacceptable thoughts of early childhood are
banished to the unconscious mind but continue to influence thoughts, emotions and behaviour.
 “Repressed” feelings can surface later as conflicts, depression, etc. or through dreams or creative activities.
 The analyst seeks to interpret and make acceptable to the client’s conscious mind, troublesome feelings and
relationship from the past.
 “Transference” onto the analyst, of feelings about figures in the client’s life, is encouraged.
  This types of therapy is often used by clients suffering high levels of distress and can be a lengthy and intensive
process.

PSYCHODYNAMIC PSYCHOTHERAPY/COUNSELLING
 This approach stresses the importance of the unconscious and past experience in shaping current behaviour.
 The client is encouraged ti talk about childhood relationships with parents and other significant people and the
therapist relationship (the dynamics) and in particular on the transference.
 Transference is when the client projects onto the therapist feelings experienced in previous significant
relationships.
 The Psychodynamic approach is derived from Psychoanalysis but usually provides a quicker solution to emotion to
emotional problems.
PSYCHOSYNTHESIS
 Sometimes described as “psychology of the soul”.
 It is the name given to a series of actions that lead to a change or development which encourages personal
growth by a bringing together of the whole person-the emotional, the mental, the physical and spiritual within a
safe environment.
 Psychosynthesis is useful for people seeking a new, more spiritually oriented vision of themselves.

RE-BIRTHING
 Re-Birthing is not generally seen as model of therapy that is used on its own.
 It is usually an additional way of working within the more general therapists are trained.
 In this approach, emotional or physical traumas during birth are said to create feeling of separation or fear in later
life.
 Breathing techniques are used to release tension whilst the client re-experiences traumatic emotions. A skilled
practitioner is essential.

SOLUTION-FOCUSED BRIED THERAPY

 This promotes positive change rather than dwelling on past problems.
 Clients are encouraged to focus positively on what they do well and to set goals and work out how to achieve
them. As little as 3 or 4 sessions may be beneficial.

SYSTEMIC THERAPIES
 These are the therapies which have, as their aim, a change in the transactional pattern of members of system.
 It can be used as the generic term of family therapy and marital therapy.

TRANSPERSONAL THERAPY
 This described any form of counselling or therapy which places emphasis on spirituality, human potential or
heightened consciousness. It includes psychosynthesis.

THE NEEDS OF INDIVIDUAL, GROUPS, ORGANIZATIONS AND COMMUNITIES

The concept of a right relates to the freedom from interference by other individuals or the government. Individual
rights refer to the liberties of each individual to pursue life and goals without interference from other individuals or
the government. Examples of individual rights include the right to life, liberty and the pursuit of happiness as stated in
the United States Declaration of Independence.
A community is a group of people with common interests and values. Community is characterized by “wholeness
incorporating diversity” and may include people of different ages, ethnicities, educational backgrounds and income
(Garner 2003). Individuals may be members of two or more communities; for example, one of geographic residence
and another of employment.
Community responsibilities are an individual’s duties or obligations to the community and include cooperation,
respect and participation. The concept goes beyond thinking and acting as individuals to common beliefs about
shared interest and life. A basic community responsibility is voting in elections.
Each individual is part of a larger community. Family, neighbors, tribe, village, city, country, state, region and the
world form a larger community in the life of every human being. At the same time, full human potential cannot be
reached if individuality is suppressed by society

Activity No. 2
Directions: Answer the following questions comprehensively.
1. Why it is important that we need to study about counselling?
______________________________________________________________________________ ___
2. Why counselling is important in our society?
_______________________________________________________________________________
Activity No. 3

Directions: Analyze each picture very well, identify what particular clientele in counseling is shown on the picture. Identify what
method of counseling is appropriate in every clientele as shown in the picture. Support your answer in 2-3 sentences.

1.

https://www.google.com/search?
q=different+clientele+in+counseling&tbm=isch&hl=en&chips=q:different+clientele+in+counseling,online_chips:therapy:B4jjWcLryk0%3D,online_chips:depression:uE4e6VqIw80%3D&sa=X&ved=2ahUKEwj8k_GGrf3xAhUIDpQKHU5ZCDAQ4lYoA3oECAEQG
g&biw=1349&bih=657#imgrc=O8LWkJ6fUlUgmM&imgdii=YlY9AG1P-tjJwM

2.

https://www.google.com/search?q=different+clientele+in+counseling+physical+abuse&tbm=isch&ved=2ahUKEwj8k_GGrf3xAhUIDpQKHU5ZCDAQ2-
cCegQIABAA&oq=different+clientele+in+counseling+physical+abuse&gs_lcp=CgNpbWcQA1DbeFjqwAFgy8UBaAFwAHgAgAGJAogB5ReSAQYwLjExLjWYAQCgAQGqAQtnd3Mtd2l6LWltZ8ABAQ&sclient=img&ei=L-
T8YLzAOIic0ATOsqGAAw&hl=en#imgrc=9iS0Nen2BA6u6M&imgdii=khBr531kXovbGM

3.

https://www.google.com/search?
q=drug+abuse&sxsrf=ALeKk03VOIwg39uQx3kVhwMiKyfzye6udw:1627267768886&source=lnms&tbm=isch&sa=X&ved=2ahUKEwibhsbq3P_xAhWREYgKHccVAFwQ_AUoAXoECAEQAw&biw=1366&bih=657#imgrc=uygq6OQN_EmIhM

4.

https://www.google.com/search?q=marriage+abuse&tbm=isch&ved=2ahUKEwjAwvbr3P_xAhUGapQKHdOVA-wQ2-
cCegQIABAA&oq=marr&gs_lcp=CgNpbWcQARgAMgQIABBDMgcIABCxAxBDMgUIABCxAzIFCAAQsQMyBQgAELEDMgUIABCxAzIFCAAQsQMyBQgAELEDMgUIABCxAzIFCAAQsQM6BAgjECc6AggAOgcIIxDqAhAnOggIABCxAxCDAVDCkAtYh
a8LYI7FC2gBcAB4A4ABlgGIAawKkgEDOS40mAEAoAEBqgELZ3dzLXdpei1pbWewAQrAAQE&sclient=img&ei=uyL-YID5LobU0QTTq47gDg&bih=657&biw=1366#imgrc=pvu8yizptxmAwM

5.

https://www.google.com/search?q=people+with+aids&tbm=isch&ved=2ahUKEwjUl4HP3v_xAhVG3pQKHRPWCTAQ2-
cCegQIABAA&oq=people+with+aids&gs_lcp=CgNpbWcQAzICCAAyAggAMgIIADICCAAyAggAMgIIADICCAAyAggAMgIIADICCAA6BAgjECc6BAgAEEM6BwgAELEDEEM6BwgjEOoCECc6BQgAELEDOggIABCxAxCDAVCclwRYmNkEYIbiBGgDcA
B4A4ABjQGIAbUPkgEEMjAuMpgBAKABAaoBC2d3cy13aXotaW1nsAEKwAEB&sclient=img&ei=lyT-YJTwPMa80wSTrKeAAw&bih=657&biw=1366#imgrc=S9yLMxUpx0UTgM&imgdii=M-1BFV3Umka0aM
 OUR LADY OF THE PILLAR ACADEMY OF SIBONGA, INC.
6020 Poblacion, Sibonga, Cebu
Telefax No.(032) 486- 9698 Email Add. olpa_sibonga@yahoo.com.ph
Member •Catholic Educational Association of the Philippines (CEAP)
*CEAP – CEPA *CEAP - CESSPA

DISCIPLINES AND IDEAS IN THE APPLIED SCIENCES

1ST SEMESTER (1ST QUARTER)
LEARNER’S ACTIVITY SHEET #: 3/Q1

Name: Senior High Strand:

Yr. & Section: Date submitted:

CLIENTELE AND AUDIENCES IN COUNSELING

Activity No. 1:

(REFER TO THE DISCUSSION PART OF YOUR MODULE!)

Activity No. 2

1.
2.

Activity No. 3

Prepared by: Verified by:

 JEAN KENNETH J. MONDIDO SR. MA. MERCY L. BENDANILLO,DST
Subject Teacher School Principal

THE DISCIPLINE OF SOCIAL WORK

(HUMSS_DIASS12-Ie-16) Identify the goals and scope of social work

(HUMSS_DIASS12-Ie-18) Explain the principles and core values of social work
(HUMSS_DIASS12-If-19) Explain the roles and functions of social workers
(HUMSS_DIASS12-If-20) Identify specific work areas in which social workers work
(HUMSS_DIASS12-If-22) Value rights, responsibilities, and accountabilities
(HUMSS_DIASS12-If-23) Distinguish between ethical and unethical behaviours among practitioners
(HUMSS_DIASS12-Ig-24) Describe the clientele of social work
(HUMSS_DIASS12-Ig-25)Distinguish the needs of individuals, groups, organizations, and communities

‘’Welcome to Lesson 4 !In this lesson, you are going to explore about social work. Good luck!’’.

Activity No. 1 :

Directions: Identify what program do the following picture portrays. Write your answer on the blank.

1. 3.

1. 2.
3. 4.

Social Work
Have you ever volunteered in community programs? Programs that can give services to the people within the society
such as; Lingap Barangay, Medical missions, Job Fairs and etc. And have you ever seen or know someone who do works
for the society? Those deeds falls into the category of Applied Social Sciences; the Social Work. These questions was
raised to deepen our knowledge this topic; How does social work defined by different institutions and practitioners in the
global setting? Whether social work is for everyone or special population? And lastly, how does social work helps our
society?

THE DISCIPLINE OF THE SOCIAL WORK

The Discipline of Social Work is closely associated with government welfare and social programs aimed at achieving
social justice, fairness, and attainment of social equilibrium. “The social work profession promotes social change,
problem solving in human relationship and the empowerment and liberation of people to enhance well-being. Utilizing
theories of human behaviour and social systems, social work intervenes at the points where people interact with their
environments. Principles of human rights and social justice are fundamental to social work.” (International Federation of
Social Worker 2013) Social workers aim to protect vulnerable people from abuse, neglect, or self-harm and to help
enhance their well-being and quality of life. Social workers operate within legal frameworks for protecting and
supporting vulnerable people. Local authorities or National Health Services (NHS) are social workers practicing in
statutory context. Social workers work closely with other professionals, often known as inter-professional working.
Social work has evolved from a domestic common sense to professional service. A wide variety of people in the
community participates in providing social care. This includes personal care, supporting individuals with daily living and
to engage with their communities and have more interaction with others. There’s no requirement are professional license
needed to do social care. To move from social care to social work profession practice, it needed to undergo training to
join the social work profession.

Definition of Social Work

“The social work profession promotes social change, problem solving in human relationships and the empowerment
and liberation of people to enhance well-being.” As defined by The policy, Ethics and Human Rights Committee of the
British Association of Social Workers (2012). It utilizes theories of human behavior and social systems. Principle of
human rights and social justice are fundament to social work. It is concerned with individual and personal problems but
also with broader social issues such as poverty, unemployment and domestic violence.According to Dubois & Miley
(2008), it is understood here that social work is a profession that fulfills the social welfare mandate to promote well-
being and quality of life.

Goals and Scope of Social Work

These are the goals and scope of social works as highlighted by DuBois and Miley (2008).
Empower people individually and collectively in order to utilize their own problem solving and coping
capabilities more effectively.
Support a proactive position with regard to social and economic policy development to prevent problems for
individuals and society form occurring.
Uphold the integrity of the profession in all aspects of social work practice.
Establish linkages between people and societal resources to further social functioning and enhance quality of
life.
Develop cooperative networks within the institutional resources system.
Facilitate the responsiveness of the institutional resource systems to meet health and human service needs.
Promotes social justice and equality of all people with the regard to full participation in society.
Contribute to the development of knowledge for social work profession through research and evaluation.
Encourage exchange of information in those institutional systems in which both problems and resources
opportunities are produced.
Enhance communication through an appreciation of diversity and through ethnically sensitive, non-sexist social
work practice.
Employ educational strategies for the prevention and resolution of problems.
Embrace a world view of human issues and solutions to problems. These goals and scopes are noble and broad.
It is to help an individual be included in society and to transform the very society that creates structure that
makes individual to participate in the enjoyment of social services and resources of the community.

Principles of Social Work

The social work profession is guided by a distinct set of abstract values and a Code of Ethics. These values are
transformed into accepted practice principles for the purpose of informing our intervention with clients. What are the
principles of social work? Acceptance is a fundamental social work principle that implies a sincere understanding of
clients. To affirm a client's individuality is to recognize and appreciate the unique qualities of that client. It means to
"begin where the client is." Clients expect personalized understanding and undivided attention from professionals.
Clients need to have opportunities to express their feelings freely to the social worker. As social workers, we must go
beyond "just the facts" to uncover the underlying feelings. Confidentiality or the right to privacy implies that clients must
give expressed consent before information such as their identity, the content of discussions held with them, one's
professional opinion about them, or their record is disclosed. Social workers are implored to assure that everyone has the
necessary resources, services, and opportunities; to pay attention to expanding choices, and opportunities for the
oppressed and disadvantages; and to advocate for policy and legislative changes that improve social conditions and
promote social justice. And self-determination is based on the recognition of the right and need of clients to freedom in
making their own choices and decisions. Social workers have a responsibility to create a working relationship in which
choice can be exercised.

Core values of social work

Social work is rooted on a set of core values embraced by social workers throughout the profession’s history. The
constellation of these values sets the foundation of social work’s unique purpose and perspective. Service to others is one
of the main values in social work, from which all of the other values stem. Social workers acknowledge that serving
others is more important than self-interest and put the needs of their clients ahead of their own. Social justice is another
key value of social work. Many social workers decide to enter the profession because they recognize the need to help
underprivileged, vulnerable populations, such as the homeless, those struggling with substance abuse issues or victims of
domestic violence. As a social worker, you understand the inherent value of every human life, regardless of background
or beliefs. You respect the differences between your personal beliefs and those of your clients, taking into account ethnic
and cultural diversity. Integrity means acting honesty, responsibly and ethically at all times. You are trustworthy and you
don't betray client confidentiality, unless you're required to do so in certain circumstances by law, such as in cases of
suicidality. The value of competence means that you practice in your area of expertise and you don't misrepresent your
skills or experience to get ahead.

THE PROFESSIONALS AND PRACTITIONERS IN SOCIAL WORK

Defining Roles, Functions and competencies of Social Work
Being a social worker is often a challenging, yet rewarding career. Social workers are responsible for helping
individuals, families, and groups of people to cope with problems they’re facing to improve their patients’ lives. One
aspect of this is teaching skills and developing mechanisms for patients to rely on to better their lives and experiences.
We must not put our own problems in our work, it may affects our work so we should separate our own problems in term
of works. And sometimes we need to put ourselves in their situations so we can understand what they feel.

Areas of specializations of Social Work

Within the field of social work, there are many different specializations and industries that professionals can pursue and
focus on. While these different fields all require practitioners to show the cornerstones of social work: empathy,
flexibility, and persistence, and respect for different circumstances; there are some skill sets and knowledge that social
workers will need to utilize in order to become the as effective at their jobs as possible. Social workers can be required to
aid with issues directly caused by trauma, disability, poor family circumstances, abuse, mental and emotional problems,
addiction, and acute, chronic, or terminal illnesses. Some social workers prefer to focus their skills on one area of
expertise by going into specific fields. As we think of it, Social work also does specialization so it prior individual who
profession this. It instruct here that we need to master things about social work. Why should we need to specialize social
work? Of course for us to do our jobs correctly specially social work, because social works do not aiming for a job to
have wage but also save lives. And these 5 major specialization of Social work really helps to accomplish things that we
should. For example in mental health field, In this case we really need to specialize this primarily because now a days
many of us are suffering from depression, what if we don't specialized about this? That would be more trouble.
Specialization does not only help us to gain knowledge but also to save different community problems.

Career Opportunities of Social Work

There are so many potential career paths in social work that it can be challenging to answer the question: what does
a social worker do? Many social workers provide clinical and case management services directly to individuals, couples,
families, and groups. Social workers serve clients dealing with a range of challenges including poverty, physical and
mental health issues, addiction, and family problems. They may provide clinical services, such as therapy or counseling,
and connect people to resources in the community to help them overcome challenges. Most social workers believe that
everyone is impacted by their environment. This person-in-environment perspective informs many areas of social work,
some social workers do not work directly with individual clients. Instead, they work in community organizations,
government, and advocacy groups to alleviate poverty and social injustice on a big-picture level and these social work
careers include legislative advocacy, policy analysis, and community organizing to break down barriers and drive
reform. Many social workers’ careers include both individual client-centered work and big picture work, whether
professionals choose a career as a school social worker, child social worker, medical social worker, or another social
work path, their work will likely involve individual services for people in need of support along with program
development and advocacy to improve the institutions, systems, and policies impacting their client population.

Rights, Responsibilities and Accountabilities of Social Work

Being a social worker is often a challenging, yet rewarding career. It is not only about the fact that social work is
always concerned with the clients and service oriented but it’s also about the social work’s rights, responsibilities and
accountabilities like any other professions. It is the right to achieve professional mandates or what is asked for the social
worker to do in order for the social worker to help the clients, general public and the society and live by its value. A
social worker must respect the clients. Social work responsibilities involves those situations that concern of its basic
functions, professional standards, roles, and adherence to the local and international code of ethics. Lastly it is
accountable to the clients, general public and the society. A social worker must not only entertain but also accommodate
them by interviewing them and processing other necessary documents that the clients, general public, and the society
submitted to the social workers. And then social workers will finally assure the positive results in the said transactions.

Code of Ethics of Social Work

 The National Association of Social Workers Code of Ethics is a set of values, principles and standards for social
workers to adhere to and reference in order to guide decision making and conduct, because ethical decision making
arises frequently in social work, there are not always easy answers. Any given situation can have nuances and
idiosyncrasies that bring a social worker from black and white to the greyest of areas. Ideally, a social worker can apply
this set of ethics to a situation in order to make an informed and appropriate decision or judgment, if the primary goal of
a social worker is to help people improve the quality of their lives and meet their basic human needs, then a social
worker’s essential task is personal, social, political, economic and more. Social workers are advocates for social justice
and change, working on behalf of their clients to improve the environmental forces that create, contribute to and address
quality of life and the National Association of Social Workers (NASW) defines the mission of the Code of Ethics as
being rooted in a set of core values. The core values are: service, social justice dignity and worth of the person,
importance of human relationships, integrity, and competence. The NASW uses the core values to build a balance that
responds to and aims to improve on the complexity of the human experience. The code is divided into different sections
that outline the specific responsibilities of a social worker and this includes social workers’ ethical responsibilities: to
clients, to colleagues, in practice settings, as professionals, to the social work profession and to the broader society. It’s
important for social workers to have the Code of Ethics because the nature of social work can be very personal and
directly plants social workers into the lives of their clients and at the heart of social work is the idea of responsibility,
social workers help their clients to take responsibility for their own lives and respond to or get out of bad situations.
Though the NASW’s Code of Ethics doesn’t guarantee ethical behaviour from social workers, it does provide a set of
guidelines and language that other social workers, employers, organizations and agencies can use in order to judge a
social worker’s behaviour or response to a situation. In this way, the Code of Ethics can be used in a peer-review
process. The Code of Ethics is used by social workers as a landmark and touchstone of ethical practice. Social workers’
commitment to the code ideally results in upholding it and performing their duties according to the core values. Most of
the standards explained by the NASW are enforceable guidelines for professional conduct. However, some are
aspirational and can be interpreted in different ways based on any number of influences. It’s important to have guidelines
spelled out and agreed upon by the social work profession so that every individual social worker can behave and react
accordingly.

THE CLIENTELE AND AUDIENCES IN SOCIAL WORK

Characteristic of Clientele and Audience of Social Work
The type of health information that is most appropriate and ‘impactful’ will be influenced by the characteristics of
your target audience, including their gender, ethnicity, culture, age, disability, sexuality, lifestyle, communication needs,
location, health literacy, socio-economic status, beliefs, preferences, health condition, and coping strategies. You will
need to consider the characteristics of your audience, such as disability, language spoken and health literacy, and the
impact of this on how it is most effective to communicate with them. Knowing audience members’ attitudes about a
topic will help a speaker determine the best way to reach their goals. Imagine that a presenter is trying to convince the
community to build a park. A speaker would probably be inclined to spend the majority of the speech giving reasons
why a park would benefit the community. Try to do some research to find out what the audience already knows about the
topic. Giving a brief review of important terms and concepts is almost always appropriate, and can sometimes be done
by acknowledging the heterogeneous audience and the importance of ‘putting everyone on the same page.’ For example,
even if the audience members were familiar with basic genetics, a brief review of key term and concepts at the beginning
of a speech refreshes memories without being patronizing. You need to have a lot more understanding about their social
problems, be good and patient to have a good communication with them.

The individual as Client of Social Work

It must have on the transactional relationships between people and their social environments. They must learn also
social work practice methods to restore, maintain and promote social functioning as it relates to individuals, families, and
small groups. Integrates on multiculturalism, diversity, and social justice issues. You will examine social work values
and ethics as well as issues of race, ethnicity, gender, sexual orientation, socio-economic status, age, religion, and ability
as these relate to social work practice. You will learn how to perform various social work roles (i.e. counselor/clinical
social worker, group facilitator, mediator, and advocate), recognizing that these roles must adhere to social work values
and ethics. You will learn the importance of developing relationships with clients, colleagues, supervisors, other
professionals, and other constituencies. You will learn how to apply skills such as active listening, empathic responding,
contracting, and critical and creative thinking in practice.

The group and organization as Client of Social Work

Social workers work with a variety of groups in all settings in which social work is practiced. It is means that inside
of a group of people it needs of commonly identity or similarity with each other. It’s like a small group that working
with service, like group of organization or place of employment, or pupils and student in school setup. Social work
applies social sciences, such as sociology, psychology, political science, public health, community development, law,
and economics, to engage with client systems, conduct assessments, and develop interventions to solve social and
personal problems; and create social change. Social work practice is often divided into micro-work, which involves
working with individuals or small groups; and macro-work, which involves working communities, and within social
policy, to create change on a larger scale.

The community as Client of Social Work

Working with the community requires the generalist practitioner to be able to assess community functioning and
design specific intervention techniques. Community organization has been recognized for many years as one of the main
methods of social work. Community have the largest share because everyone, what i mean is, individual and families is
essentially members of the community. A community can be powerless sector so that means the social work service can
free from control or power of another and empowerment. A group of individuals or families that share certain values,
services, institutions, interests, or geographical proximity. A functional special unit that meets people’s sustenance
needs, helps form collective identities, and patterned social interaction. Social work may focus on community
transformation to cause environmental change to make it possible and to achieve social well-being or social justice.
THE SETTINGS, PROCESSES, METHODS, AND TOOLS IN SOCIAL WORK
Government setting
In the case of its broad associative definition, government normally consists of legislature, executive, and judiciary.
Government setting by which organizational policies are enforced, as well as a mechanism for determining policy. Each
government has a kind of constitution, a statement of its governing principles and philosophy. Typically the philosophy
chosen is some balance .between the principle of individual freedom and the idea. While all types of organizations have
governance, the word government is often used more specifically to refer to the approximately 200 independent national
governments on Earth, as well as subsidiary organizations. Historically prevalent forms of government include
monarchy, aristocracy, timocracy, oligarchy, democracy, theocracy and tyranny. The main aspect of any philosophy of
government is how political power is obtained, with the two main forms being electoral contest and hereditary
succession.

Private Sector Setting

Part of the economy, sometimes referred to as the citizen sector, which is run by private individuals or groups,
usually as a means of enterprise for profit, and is not controlled by the State. The private sector is wider, and places
fewer constraints on firms. In countries with more government authority, such as China, the public sector makes up most
of the economy.

Civil Society Setting

The term Civil Society is used to collectively refer to the voluntary organizations corporate bodies, socially active
groups, and firms working in each society. Civil Society works for discharging several economic, social, cultural, moral
and other responsibilities which fall in the domain of private activities. It, however, serves the public purpose of securing
general welfare and development. Civil Society even opposes the wrong politics, decisions and projects of the
government. In doing so the civil society depends upon constitutional, peaceful and legal method of action. In other
words, Civil Society refers to the effective presence of autonomous groups and associations, business groups, interest
groups, trade unions, voluntary social service organizations and clubs, in fact, all non-governmental organizations, clubs
and groups working for securing their interests by their own efforts.

School Setting
School social workers play a critical role in schools and educational settings. Social workers working within school
systems provide services to students to enhance their emotional well-being and improve their academic performance.
School social workers are usually employed by the school district or an agency that is contracted with the school district
to provide services. School social workers are often called on to help students, families, and teachers address problems
such as truancy, social withdrawal, overaggressive behaviours, rebelliousness, and the effects of special physical,
emotional, or economic problems. School social workers often also address issues such as substance abuse and sexuality
issues in the higher grade levels. School social workers have a wide range of job functions. Their title is typically
“school social worker.” Qualifications for this position are often decided by the school district or employing agency and
requirements can range from a bachelors’ degree to a clinical license from the state in which they practice. However, like
many social workers, the caseloads of school social workers are often high. School social workers can be assigned to
more than one school, requiring time to travel between locations. Often the school social worker performs in isolation
and may not have access to consistent supervision. There also may be limited resources to support service delivery such
as a lack of confidential and private space, supplies, and training.

Community Setting
Our community have all feature appropriate furniture and, in some cases, have restricted space, ensuring that you are
used to working in varied and realistic home and environments. A home or a community organization located in the
neighborhood in which a participant in the program under this section. A community is a familiar thread used to bring
people together to advocate and support each other in the fight to overcome those threats. As human beings, we need a
sense of belonging, and that sense of belonging is what connects us to the many relationships we develop. Communities
are also rich in resources that is where their collective aspect comes into play. We are all members of many
communities’ family, work, neighborhood, etc. We constantly move in and out of them, depending on the situation.
Community setting consist of micro-practice and macro-practice when we say micro - practice it means the most
common kind of social work, and is how most people imagine social workers providing services. In micro social work,
the social worker engages with individuals or families to solve problems. The practice of macro social work is the effort
to help clients by intervening in large systems. Examples include lobbying to change a health care law, organizing a
state-wide activist group or advocating for large-scale social policy change.

THE SOCIAL WORK SERVICES, PROCESSES, AND METHODS

Conducting Needs Assessment for Individuals, Groups, Organizations and Communities
Careful planning is important to social work. Community needs assessment to identify the strength and resources
available in the community to meet the needs of the children and families. It provides a framework for developing and
identifying services and solutions that support and nurture children and families. Without it, social workers might be
mistaken on their services that they'll give to the people. Before they give their services, they plan it first through
surveys, interviews, community meetings and these informations are their basis to make datas. On those data’s, it will
show what are the problems of the community and this datas/infos will help them on what services they'll make for
individuals. When there is poor people, the socialist work focuses on how they'll help them. Social work help them by
training them on hand and basic works to make their own business.

Monitoring and Evaluating School Work Effectivity

After they planned and give the services, they also need to know if the services are effective to people. It serves to
answers question such as "Are activities going according to plan?" and "Is the work of the project progressing as
intended?”. Evaluating tends to focus on tracking progress at the higher level objectives of the logical framework which
are outcomes and impact. It answers the question "Was the project successful at achieving its intended outcomes?”
 Example of this is the training project for the poor people who can start a new business. If the data showing a poor
attendance, social work will think solutions towards better efficiency and effectiveness.

Activity No. 2 :

Directions: Complete the diagram below.

Scopes and Goals

in Social work

Activity No. 3 :
Directions: Identify the characteristics and needs in every clientele of social work by filling in the table with appropriate data.

Clientele Characteristics Needs

Abused people
People with mental and emotional
problems
People with trauma
Poor family circumstances

Activity No. 4:
Directions: Enumerate at least 1 right, responsibility and accountability of social worker.

Right Responsibility Accountability

Activity No. 5:
Directions: Identify whether the situation shows ethical or unethical behaviour of a social worker. Justify your answer in 2-3
sentences.

1. Supervisors ask social workers to exaggerate service utilization data supplied to funders, ignore eligibility criteria for
agency services to enhance revenue.
2. Alter client records in advance of a site visit conducted by an accreditation agency.
3. Social workers help people make informed decisions.

Activity No. 6:
Directions: Supply the following with important data.

1. Social work in community setting is…

2. Social work in government setting is…
3. Social work in school setting is …
 OUR LADY OF THE PILLAR ACADEMY OF SIBONGA, INC.
6020 Poblacion, Sibonga, Cebu
Telefax No.(032) 486- 9698 Email Add. olpa_sibonga@yahoo.com.ph
Member •Catholic Educational Association of the Philippines (CEAP)
*CEAP – CEPA *CEAP - CESSPA

DISCIPLINES AND IDEAS IN THE APPLIED SCIENCES

1ST SEMESTER (1ST QUARTER)
LEARNER’S ACTIVITY SHEET #: 4/Q1

Name: Senior High Strand:

Yr. & Section: Date submitted:

THE DISCIPLINE OF SOCIAL WORK

Activity No. 1:
1. _
2. _
3. _
4. _
5. _

(REFER TO THE DISCUSSION PART OF YOUR MODULE!)

Activity No. 2 :

Directions: Complete the diagram below.

Scopes and Goals in Social

work
 Activity No. 3 :

Clientele Characteristics Needs

Abused people

People with mental and emotional

problems

People with trauma

Poor family circumstances

Activity No. 4:

Right Responsibility Accountability

Activity No. 5:
1. _

2. _

3. _

Activity No. 6:
1. Social work in community setting is_

2. Social work in government setting is _

3. Social work in school setting is_

Prepared by: Verified by:

 JEAN KENNETH J. MONDIDO SR. MA. MERCY L. BENDANILLO,DST
Subject Teacher School Principal

THE DISCIPLINE OF COMMUNICATION

(HUMSS_DIASS12-Ih-28) Identify the goals and scope of communication

(HUMSS_DIASS12-Ih-29) Explain the principles of communication
(HUMSS_DIASS12-Ih-31) Describe the elements and level of the communication
processes
(HUMSS_DIASS12-Ij-32) Explain the roles and functions of the communicators and
journalists
(HUMSS_DIASS12-Ij-33) Identify specific work areas in which communicators and
journalist work
(HUMSS_DIASS12-Ij-35) Explain the rights, responsibilities, and accountabilities
(HUMSS_DIASS12-Ij-36) Distinguish between ethical and unethical behaviours
among practitioners

‘’Welcome to Lesson 5! In this lesson, you are going to know more about the discipline of
communication. Good luck!’’.

Activity No. 1:
Directions: Analyze the illustration below and answer the question that follows.

1. What is the message of the illustration presented above?

2. Why do people communicate?

COMMUNICATION
 Deals with Verbal and Non-Verbal messages that create different meaning based on various contexts.
 Verbal means of Communication
*SPEECH
*VOICE
*TONE OF VOICE
 Non-Verbal means of Communication
*BODY LANGUAGE
*SIGN LANGUAGE
*PARA LANGUAGE
*TOUCH
*EYE CONTACT
*MEDIA
 *PICTURE
*GRAPHIC AND SOUNDS
*WRITING

GOALS OF COMMUNICATION
 It tends to convey the intended message from the sender to the receiver as accurately as possible which makes sense
for both.
 It strengthens the relationship of people to other people and members of the society by means of different media
(Speeches, letters, emails, snail mail, etc.)
 It connects people with opposing views to better understand each other.
 Tends to unite people or create discomfort to each other by means of sentiments.
 Changes the behaviour of the people or seek help to understand things or reality.
 Aims to create a social and political change through agenda.
 Affects the process of socialization, enculturation, intergenerational solidarity, facilitating social etiquette in
conforming the social conventions of politeness.
COMMUNICATION AS A DISCIPLINE
 The discipline encompasses a range of topics, from face-to-face conversation to mass media outlets such as
television broadcasting.
 Communication as a discipline includes the study of communications in:
1. Intrapersonal relationships
2. Administration
3. Cultures
4. Linguistic theory and criticism
5. Performance studies
6. Argumentation and Persuasion
7. Technologically facilitated communication
8. Popular culture

TRANSMISSION MODEL OF COMMUNICATION

*All of this parts models are important in order for your communication to be successful or a failure.

Elements of Transmission model of communication

 Sender or source: person, groups, or institutions that create or produce the message; also referred to as encoder.
 Message: the ideas or meanings, expressed in verbal or nonverbal means, which is transmitted from the source to
the receiver.
 Channel: the medium, such as radio, used to transmit the message.
 Receiver: the person, group, or institution to whom the message is intended; also referred as decoder.
 Encoding and decoding: encoding refers to the way the communication source creates the message into a form that
can be understood by the receiver. Decoding refers to the processing of the message by the receiver so that he or she
is able to understand and react to it.
 Noise: interference that prevents a message from being accurately understood or interpreted.
 Context: the situation in which the communication takes place and may include sociocultural factors, the status and
roles of the communicators, rules, and the like.
 Feedback: the response or reaction of the receiver to the message received.
 Effect: refers to the consequence or result.

RITUAL MODEL OF COMMUNICATION

 In ritual, communication is linked to such as sharing, participation, association, fellowship, and the possession of a
common faith. Ritual communication depends on shared understanding and feelings or emotions.
•Examples: Flag ceremony, celebrations of birthdays and anniversaries.

LEVELS OF COMMUNICATION
 INTRAPERSONAL COMMUNICATION
 It is an internal communication process taking place within the individual.
 This includes thought processes, speaking aloud or writing to oneself as
when one is writing in a diary, prayer, meditation.

 INTERPERSONAL COMMUNICATION
 It involves two persons or a small group such as family.
 The number of participants define interpersonal communication and hence
this may be further classified as:
 Dyadic communication: when two persons are involved.
  Group communication: when there are three or more persons communicating face-to-face and
able to give immediate responses or feedback.
 Public communication: involves a large group such as a public lecture or church ceremony.
 Interpersonal Communication may be further categorized as either direct or mediated.
 Direct interpersonal communicationinvolves face-to-face communication between or among the communicators.
 Mediated interpersonal communicationinvolves the use of technology such as telephone or internet.

 MASS COMMUNICATION
 It involves the transmission of messages to large audiences using
technology of communication. (e.g. newspaper, magazines, cinema,
television, radio and advertising, sometimes including book publishing
and music.

 COMPUTER-MEDIATED COMMUNICATION
 It refers to any communication taking place using the computer and
Internet-based technologies such as email, message boards, personal
websites, voice conferencing, chat rooms, and social media.
 The communication may be synchronous or asynchronous, that is, occurring in real time or not.
 More importantly, computer-mediated communication may take place along several levels: one-to-one,
one-to-many or many-to-many.
 Also it differ from the other communication forms along the following characteristics: relative anonymity,
reduced importance of physical appearance and physical distance, greater control over the time and pace of
interactions, absence of visual cues from communication partners such as eye gaze, voice inflection, and
the like.

*The discipline of communication is populated by a wide variety of professionals who are in communication practice.
They are:
1. Creative artists
2. Writers
3. Editors
4. Journalists
5. Bloggers
6. Educators
7. Social advocates
8. Businessman/Businesswomen
9. Preachers
10. Scientists
11. Politicians
12. Announcers/Anchors

Defining Roles, Functions, and Competencies of Communicators and Journalist

 Roles
The fore most important role is to make available information and evidence to inform the public about issues that matter
to them in the most neutral way possible. They provide facts for the public to form judgement and decisions. In some cases,
they facilitate accurate processing an analysis of such facts in a professional and ethical way.

 Functions
To collect and document information, facts and opinions, and present them for public and analysis and deepening to the root
of reality. Is to deliver truth and facts.

 Competencies
The competencies of communicators and journalists are along their delivery of roles and functions. They need to have
listening, reading, writing, and speaking skills. Listening and reading are data and information gathering skills necessary
for accurate writing and speaking. But writing and speaking skills are necessary for communication as tools. Poor writing and
speaking skills can distort the message regardless of the good intentions of the communicator.

Areas of Specialization of Communicators and Journalists

1. Speech writing and taking minutes of a meeting
2. Advertising
3. Marketing and Sales
4. Communication education
5. Electronic media
6. Radio television
7. Broadcasting
8. Public relations
9. Journalism
10. Theater
11. Performing arts
12. Dramatic arts
13. Public communication and opinion management
14. International relations management and negotiations
15. Copy writing
16. Production directing
17. Professional blogging
18. Language arts coordination
19. Forensic and debate coaching
20. Drama directing
21. Film and tape librarian
22. News editing
23. News directing
24. News writing
25. News anchoring
26. Transmitter engineering
27. Technical directing
As Journalists, they can also specialize in the field reporting, news editing, news casting, author, copywriting, script writing,
publishing, news service research, technical writing, acquisition editing, and interviewing.

Career Opportunities for Communicators and Journalists

- The field of communication is wide and almost every aspect of business and human organization has communication
specialist or roles. Companies have to relate with customers, clients, and other stakeholders. The same is true for government
and public individuals because the need to be heard, to be understood, to be followed, and to convince others require
communication.

1. Advertising and Marketing specialist –can work as copywriter, account executive, sales manager, media planner, media
buyer, creative director, media sales representatives, can also function as public opinion researchers and pollsters (such as in
Social Weather Station and Pulse Asia).

2. Communication educators can work as college or university professors, and may also serve as speech communication
department chair persons, language arts coordinators, elem. And high school speech teachers, forensic and debate coaches, or
drama directors.

3. Broadcasting careers – can work as broadcasting station manager, director of broadcasting, film and tape librarian etc.

4. Journalism can work as reporter, editor, newscaster, author, copywriter, scriptwriter, publisher, news service researcher,
technical writer, acquisition editor, and interviewer.

5. Public Relations – can work as publicity manager, advertising manager, marketing specialist, press agent, lobbyist,
corporate public affairs specialist, account executive, development officers, fundraiser, membership recruiter, sales manager,
media analyst, media planner, creative directors, audience analyst, news writer, and public opinion researcher.

6. Theater and Performing Arts – can work as performing artists, scriptwriter, producer, director, arts administrator,
performing arts educator, costume designer, theatre critic, make-up artist, stage manager, art and prop curator, stage manager,
model, theatre professor, and casting director.

7. In Communication in government and politics related can work as public information officer, speech writer, legislative
assistant, campaign director, research specialist, program coordinator, negotiator, lobbyist, press secretary, and elected
officer.

8. International relations and Negotiations, communication graduates can serve as on – air international broadcasting talent,
corporate representative translator, student tour coordinator, diplomat, foreign relation officers, host/hostess for foreign
dignitaries, and foreign correspondent.

RIGHTS, RESPONSIBILITIES AND ACCOUNTABILITIES OF COMMUNICATORS AND JOURNALIST

In modern times, the media have exerted enormous power and assumed a powerful position unprecedented in human
history to serve as valuable means for the articulation on a large scale of popular aspirations and problems, of entertainment
and pleasure, of advertising and economic information, of shared strengths as well as weaknesses.
In this sense, the rights, responsibilities, and accountabilities have to be established to safe guard the integrity of media
and protection of the general public in the form of accountability.

- It is also part of the responsibility of communicators and journalists to ensure that citizens are able to originate content and
contribute to media content, and not just remain passive consumers of media output.

- Communicators and journalist have rights, responsibilities, and accountabilities to exercise and live by which must provide
guarantees against censorship and protection of freedom of expression, safe guarding the confidentiality of journalistic
sources, ensuring that information held by the government.

- To ensure that citizens have convenient access to all media which is subject to just and fair law and universally recognized
principles of human rights.

Code of Ethics of Communicators and Journalists

• General rule is respect for truth fullness and respect for people’s right.

• (UNESCO) United Nations Educational, Scientific, and Cultural Organization considers the code of ethics as being at the
heart of good communication and journalism for it fosters professional self-censorship among professionals in the industry.
 • With the code of ethics, Journalist a reserved, Publishers and owners of media outlets are protected against legal claims and
critics.

• With the code of ethics contributes to the Accuracy, Fairness, and Reliability of information.

The National Union of Journalists (NUJ) code of conduct

- Has set out the main principles of British and Irish journalism since 1936. The code is part of the rules and all journalists
joining the union must sign that they will strive to adhere to it. Members of the NUJ are expected to abide by the following;
A journalist:
1. At all times upholds defends the principles of media freedom, freedom of expression and the right of the public to be
informed.
2. Strives to ensure that information disseminated is honestly conveyed, accurate and fair.
3. Does his/her utmost to correct harmful inaccuracies.
4. Differentiates between fact and opinion.
5. Obtain material by honest, straightforward, and open means, with the exception of investigations.
6. Does nothing to intrude in to anybody’s private life, grief, or distress unless justified by overriding consideration of the
public interest.
7. Protects the identity of sources who supply information in confidence and material gathered in the course of his/her work.
8. Resist threats or any other inducements to influence, distort, or suppress information and takes no unfair personal
advantage of information and takes no unfair personal advantage of information.
9. Produces no material likely to lead to hatred of discrimination on the grounds of a person’s age, gender, race, color, creed,
legal status, disability, marital status, or sexual orientation.
10. Does not by way of statement, voice, or appearance endorse by advertisement any commercial product or service save for
the promotion.
11. Shall normally seek the consent of an appropriate adult when interviewing of photographing a child for a story about
his/her welfare.
12. Avoids plagiarism.

• NUJ believes a journalist has the right to refuse an assignment or be identified as the author of editorial that would break the
letter of spirit of the code. The NUJ will fully support any journalist disciplined for asserting his/her right to act according to
the code.

Activity No. 2:
Directions: Complete the diagram below by filling out the goals of communication.

Goals of
communi

Activity No. 3:
Directions: Enumerate at least 1 right, responsibility and accountability of communicators and journalists.
Right Responsibility Accountability

Activity No. 4:
Directions: Write down the roles , functions and competencies of communicators and journalists.
Roles Functions Competencies

Activity No. 5:
Directions: List down at least 10 specific work areas of Communicators and Journalists and give at least 2 possible careers in each
area.
WORK AREAS OF COMMUNICATORS AND JOURNALISTS POSSIBLE CAREER
 Ex. Broadcasting Director of broadcasting and station manager

OUR LADY OF THE PILLAR ACADEMY OF SIBONGA, INC.

6020 Poblacion, Sibonga, Cebu
Telefax No.(032) 486- 9698 Email Add. olpa_sibonga@yahoo.com.ph
Member •Catholic Educational Association of the Philippines (CEAP)
*CEAP – CEPA *CEAP - CESSPA

DISCIPLINES AND IDEAS IN THE APPLIED SCIENCES

1ST SEMESTER (1ST QUARTER)
LEARNER’S ACTIVITY SHEET #: 5/Q1

Name: Senior High Strand:

Yr. & Section: Date submitted:

THE DISCIPLINE OF COMMUNICATION

Activity No. 1:
1. _

2. _

(REFER TO THE DISCUSSION PART OF YOUR MODULE!)

Activity No. 2:
 Goals of
communication

Activity No. 3:
Right Responsibility Accountability

Activity No. 4:

Roles Functions Competencies

Activity No. 5
WORK AREAS OF COMMUNICATORS AND JOURNALISTS POSSIBLE CAREER
Ex. Broadcasting Director of broadcasting and station manager
 Prepared by: Verified by:

JEAN KENNETH J. MONDIDO SR. MA. MERCY L. BENDANILLO,DST

Subject Teacher School Principal

I.
AUDIENCES AND THEIR COMMUNICATION NEEDS

(HUMSS_DIASS12-IIa-377) Describe the clientele and audience of communication.

(HUMSS_DIASS12-IIa-38) Distinguish the needs of individuals, groups, organizations, and
communities.

‘’Welcome to Lesson 6! In this lesson, you are going to explore about the audiences of communication.You
can do it! Good luck!’’.

Activity No. 1:
Directions: Analyze the picture below and answer the question that follows.

1. How often do you watch television?

2. What tv show that you usually watch?
3. Did your family still enjoy watching news?

WHO IS THE AUDIENCE?

The people who watch television shows, read the news, watch a film, and so on comprise the audience. What these
groups of individuals have in common is their use of a particular medium and its content. To refer back the linear model
of the mass communication process (source, message, channel, receiver, effect) “audience” is the collective term for the
“receivers.”
Audiences are formed from either or both of two factors: social context (people from the same background leads to
shared cultural interests, understandings and information needs) and a response to media content (news show, variety
show, soap opera, etc).
The media sociologist Denis McQuail has noted that an audience can be defined in different and overlapping ways,
namely:
  by place: as in the audience of case of community newspaper
 by people: as when media content appeals to a certain age group, gender, political belief or income category
 by the particular type of medium or channel involved: the audience of radio may differ from the audience of
television
 by the content of the message of a medium: talk shows and soap operas may have different audiences
 by times: as in daytime, primetime, or weekend audiences.

CHARACTERISTICS OF CLIENTELE AND AUDIENCES OF COMMUNICATION

 SOCIAL POSITION
 It is the status that a person enjoys in a communication context. One may be a president or leader, middle
manager, a colleague, or a subordinate in an organization of community.

 EDUCATION LEVEL
 It may suggest the reading skills and healthy literacy and the ability to engage with more complex topics-new
and even unfamiliar. An audience that has limited literacy skills may find it difficult to use written materials;
with such audience, oral presentations may be more effective.

 AGE RANGE
 It can affect choice of communication format or distribution. The communication materials may be relevant to
people of all ages but the age of the audience may affect the communication format or distribution channels.
 Example: social media websites and mobile texting –younger
printed materials, emails, phone calls, meetings-older

 Race and ethnicity

 It particularly in deciding on graphics and photos.
 It is important to design the graphics and photos in the communication materials to reflect the demographics of
the intended audience.

 Primary Language
 If the language used is different from the one used by the target audience, there is a need to translate the
communication materials into the primary language.

 Health status
 It matters a lot as it dictates people’s disposition to listening and responding and the ability to make meaning
out of the communicated material.

 Job Type
 It can affect the format of materials and the distribution methods to be used. For an audience without access to
their own computers, disseminating the materials through an Internet site or email messages may not be
effective.

 Information sources
 It matters for they affect the format and distribution of the communication materials and also the medium they
trust.

INDIVIDUALS AS AUDIENCE
You and I as individuals engage in communication along the different levels of intrapersonal, interpersonal, and mass
communication. We do so for variety of reasons.
People communicate, to inform and be informed, to persuade and obtain guidance for one’s own opinions, to
articulate and foster one’s identify and membership of a cultural or social group (for instance by taking part in
community activities), to entertain and be entertained and for other reasons. McQuail (1972) provided a typology of
media-person interactions, as follows:
 Diversion: escape from routine or problems, emotional release
 Personal relationships: companionship, social utility
 Personal identity: self-reference, reality exploration, value reinforcement
 Surveillance: information seeking

Moreover, it has been proposed that media use can be explained by the gratifications which an individual derives
from it. This notion is based on the idea that audiences are formed on the basis of similarities of individual need, interest,
and taste, many of which appear to have a social or psychological origin. This explanation belongs to a research tradition
known as the uses and gratifications approach. Research findings show that among the gratifications which audiences
have derived from using the media are:
 Information and education
 Guidance and advice
 Diversion and relaxation
 Social contact: includes managing relations with others, conversation, identification with role models, sharing
activity, vicarious companionship
 Value reinforcement
 Cultural satisfaction
 Emotional release
 Identity formation and confirmation
 Lifestyle expression
 Security
  Sexual arousal
 Filling time
Mass media are increasingly guided by audience research in making decisions about what content, what program at a
particular hour, whether to cover a story live or not, etc. Similarly, advertisers make decisions on the basis of information
about the audience of a particular medium or program, at a particular time.

GROUPS AND ORGANIZATIONS AS AUDIENCE

Like individuals, organizations communicate with others for a variety of reasons. Experts on communication panning
have identified the communication needs of organizations as follows (Inett 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 help you, or even just how to get in touch.
 To build understanding or change behaviour: You may want to encourage others to think, act, or feel a certain
way; to stop smoking, for example. This can involve appealing to feelings, self-interest, or a person’s
imagination.
 To resolve conflict or prevent misunderstandings: Even a small misunderstanding can create large problems for
you organization. You can ensure good communication by putting yourself in your audience’s position, paying
attention to their needs, and getting to know them.
 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):
 Paid Advertising
o print – newspapers, magazines; good for conveying details
o radio – effective in reaching broad target audiences; expensive
o outdoor – good for mobile audiences
o transit ads – good for urban audiences
o mall displays – good for consumer targeting

 Print Materials
o brochures/pamphlets/publications – good communications tools if they are targeted to those who need
the information and are open to the message
o poster – highly visible for a long time; can suggest a special occasion
o newsletters – a good communications tool when targeted carefully
o annual report – important corporate information

 Media relations (an indirect communication)

o regular contact with journalists
o mailing lists – must be well maintained
o one-on-one interviews with the media
o meeting with editorial broads
o news releases – print
o electronic releases – video, audio
o news conferences
o talk shows information kits – background information
o letters to the editor
o issue spokesperson – having someone available to speak about an issue or announcement
o feature articles website postings

 Public Service Announcement (PSAs)

o cable television and radio often accept community PSAs

 Community Relations
o direct mail – direct, expensive
o public speaking – very effective personal contact; needs time commitment
o AV presentations – provide a dramatic message
o personal contacts – effective; time consuming
o public meetings – bring people together; can provide competition or opposition with a platform
o site tours – provide in-depth information; can eliminate suspicions
o educational opportunities – visit classrooms; meet with teachers
o sponsorship opportunities

 Government Relations
o regular contact with key officials
o add government officials/offices to your mailing list
o briefings/briefing documents

 Organization/Corporate Communications
o spokesperson
o speeches
o special events
o displays
 o trade shows or special client-group meetings
o annual and other reports
o annual meetings

 Internal Communications
o meetings
o newsletters
o employee annual report
o information in pay envelopes
o letters sent to employees’ homes
o bulletin broad messages
o electronic mail message
o employee special events

Activity No. 2:
Directions: Using the concept map below, list down the characteristics of clientele and audiences of communication and give a brief
description of each characteristic.

Characteristics of
audiences of
communication

Activity No. 3:
Directions: Analyze your own communication activities then identify your communication needs.

1. Why do I watch television?

2. Why do I use Facebook?
3. Why do I listen to news?
 OUR LADY OF THE PILLAR ACADEMY OF SIBONGA, INC.
6020 Poblacion, Sibonga, Cebu
Telefax No.(032) 486- 9698 Email Add. olpa_sibonga@yahoo.com.ph
Member •Catholic Educational Association of the Philippines (CEAP)
*CEAP – CEPA *CEAP - CESSPA

DISCIPLINES AND IDEAS IN THE APPLIED SCIENCES

1ST SEMESTER (1ST QUARTER)
LEARNER’S ACTIVITY SHEET #: 6/Q1

Name: Senior High Strand:

Yr. & Section: Date submitted:
 AUDIENCES AND THEIR COMMUNICATION NEEDS

Activity No. 1:

1. _

2. _

3. _

(REFER TO THE DISCUSSION PART OF YOUR MODULE!)

Activity No. 2

Characteristics of
audiences of
communication

Activity No. 4

1.

2.
3.

Prepared by: Verified by:

JEAN KENNETH J. MONDIDO SR. MA. MERCY L. BENDANILLO,DST

Subject Teacher School Principal