Module Diass

i-Link College of Science and Technology, Inc.
Discipline and Ideas in the Applied Social Sciences
T
able of C ontents
Preface ………………………………………………………… 2
MODULE 1 Counseling 3
o Lesson 1 The Discipline of Counseling ……………………………….. 5

o Lesson 2 Professionals and Practitioners in Counseling……………... 16
o Lesson 3 Clientele and Audiences in Counseling …………………….. 30
o Lesson 4 Settings, Processes, Methods, and Tools in Counseling…. 41
Social Work
MODULE 2 55
o Lesson 1 The Discipline of Social Work ………………………………. 57

o Lesson 2 Professionals and Practitioners in Social Work …………… 76
o Lesson 3 Clientele and Audiences in Social Work……………………. 86
o Lesson 4 Settings, Processes, Methods, and Tools in Counseling &
o Lesson 5 Social Work services, processes, and methods…………… 93
MODULE 3 Communication 105
o Lesson 1 The Discipline of Communication …………………………… 107

The Professionals and Practitioners in the Discipline of
o Lesson 2 121
Communication ………………………………………………..
o Lesson 3 Clientele and Audiences in Communication………….. 128
Settings, Processes, Methods, and Tools in
o Lesson 4 Communication 138
The Communication Media Channels……………………….
MODULE 4 Importance of Social Sciences 149
o Lesson 1 Functions of Applied Social Sciences ………………………. 151

o Lesson 2 The Effects of the Applied Social Sciences Processes …... 163
References………………………………………………. 167
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i-Link College of Science and Technology, Inc. Discipline and Ideas in the Applied Social Sciences
Preface
Applied social science is the application of social science theories, concepts, methods, and
findings the 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.
This course introduces some Applied Social Sciences, namely, Counseling, Social Work, and
Communication, which draw their foundation from the theories and principles of Psychology,
Sociology, Anthropology, and other Social Sciences. The course highlights the seamless
interconnectivity of the different applied social science disciplines while focusing on the processes and
applications of these applied disciplines in critical development areas.
The discipline of social science taken together provide a substantive insight to the
understanding of the society and of the relationship of individual members and groups within the
society. The discipline also study all areas related to human behavior and society, the institution and
functioning of human society, and the interpersonal relationships of individuals as members of society
as well as dealing with a particular phase or aspect of human society. The students will learn the
importance and appreciation of scientific approaches to the discussion and analysis of wide variety
common social issues and making our communities dynamic, functional, enabling, and safe for
individual and collective living and fruition. To put this in context, the enumerated disciplines above give
the sense of complexity and specificity to the disciplines involved.
The focus of applied social science is less fixed and allows for specialisms in other areas to
provide perspectives. It is very important to understand that applied social science is not an
aggregation of various specialized social science disciplines. It transcends individual specliazed social
science and finds it true essence through active engagement with the larger society in action. It is
praxis. In this worktext, three of the applied social science are emphasized to demonstrate how theories
and concepts drawn from other disciplines can be brought together to bear upon one discipline in
applied sense: couseling, social work, and communication.
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MODULE 1: Counseling
Module Overview
Introduces you to counseling as an academic discipline by defining and describing it as a

discipline of art and as a discipline of science. In this module, you will understand the goals and
importance of counseling and know about its several processes and various strategies. You will also
learn about its nature and scope. You will be able to differentiate it from other related fields.
Furthermore, you will learn about the principles and core values of counseling, which serves as a
guideline so counselors can work effectively.
Module Outline
Lesson 1: Discipline of Counseling

 Definitions
 Goals
 Scope
 Core Values
 Principles
Lesson 2: Professionals and Practitioners in Counseling

 Roles, functions, and competencies of counselors
 Areas of specialization where counselors work
 Career opportunities of counselors
 Rights, Responsibilities, Accountabilities
Lesson 3: Clientele and Audiences in Counseling

 Characteristics and needs of various types of clientele and audiences
a. Individuals
b. Groups and Organizations
c. Communities
Lesson 4: Settings, Processes, Methods, and Tools in Counseling

 Settings
a. Government
b. Private Sector
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c. Civil Society
d. Community
 Counseling services, processes, and methods
Module Learning Outcomes:
1. The learners demonstrate an understanding of;

a. disciplines of counseling,
b. professionals and practitioners in counseling,
c. clientele and audiences in counseling,
d. settings, processes, methods, and tools in counseling.
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LESSON 1: The Discipline of Counseling
Specific Objectives:
1. Identify the goals and scope of counseling;

2. Demonstrate comprehension of the principles of counseling; and
3. Discuss the core values of counseling.
The Art of Counseling
The professionalization of guidance and counseling was realized through Republic Act
9258, otherwise known as the Guidance and Counseling Act of 2004. Guidance and counseling are
defined as “profession that involves the use of an integrated approach to the development of a well-
functioning individual primarily by the helping him/her to utilize his/her potentials to the fullest and plan
his/her present and future in accordance with his/her abilities, interests, and needs.” For a professional
counselor, counseling is regarded as the heart of the guidance services, accomplished through a
therapeutic relationship between the counselor and the counselee. Thus, counseling is a dynamic
process where both agents relate with each other to try and see the whole picture of the situation,
arrive at a similar understanding, and start on identifying the counseling goals and how these will be
achieved.
Counseling is a dynamic that involves the collaboration of the counselor and the counselee.
Counseling is essentially both an art and a science. A counselor is like an artist who can be
flexible and creative with how he or she can reach and relate with his or her client. Also, a counselor
makes himself or herself available to attend to the concerns of the counselee, manifesting the concept
of giving oneself in the counseling process (Nystul, 2001).
At the same time, counseling is a science as it practices objectivity and proper methodological
process. As the counselor needs to empathize, he or she is at risk of being irrationally influenced by the
client’s emotions. This, in turn, can affect how the counselor perceives a presented concern. To resolve
this conflict, the counselor has to be systematic in observing the behaviors and interpreting information
that he or she receives from the counselee. He or she then uses counseling scientific techniques and
methods, which include studying case formulations, testing hypotheses, using psychological tools for
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systematic assessment, going through the step-by-step process of diagnosing, and thinking of effective
counseling interventions critically, to guide the client objectively. This objective approach to counseling
differentiates the professional counselors form non-professional helpers (Claiborn, 1987).
THE GOALS OF COUNSELING
According to Kottler and Shepard (2007), the goals that are common to counselors and that are
essentially indicative of their professional identity include assisting clients in the following:
1. plan and work in a constructive manner in attaining life success;
2. learn, anticipate, and react positively to issues brought about by developmental changes;
3. express their uniqueness in diver’s circumstances through socially accepted integration of their
thoughts, feelings, and actions;
4. respond with resilience to stress and be able to buffer themselves from its negative impact on
their functioning;
5. develop effective skills in relating to others in order to enhance abilities in establishing
harmonious relationships;
6. increase awareness of the self by identifying their strengths and weakness;
7. become mindful of the realities of life and be able to apply effective principles of coping and
adjusting to the different experiences they encounter in life;
8. learn to seek for more options or choices to be well-informed before making a decision; and
9. achieve autonomy from counseling as they have learned life skills.
One of the important goals of the counseling process is to move the client toward proper and
empowered self-management. If you seek counseling so that you can find immediate solutions to your
problems, you might feel disappointed in your guidance visit. Professional counselors are trained not to
give you direct advice or act as your problem solvers. Instead, they listen to you, guide you to see the
whole picture of your situation, present options to you, and facilitate your informed and wise decisions.
The counselor introduces tools, such as time management skills, stress management skills, and social
skills, that you can use to manage and solve your problems.
SCOPE: NATURE OF COUNSELING
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Personal problems and concerns may affect your daily performance, relationships, and well-
being. As early as now, it will be helpful for you to gain an understanding of how to look at your
problems and concerns and examine how they affect the various aspects of your life.
Counseling deals with a myriad of human concerns. The following are general
classifications of problems and reasons why clients need to consult counselors:
1. Academic difficulties – These include the students’ difficulties in accomplishing various

requirements and meeting the standards of education, adjusting to teaching methods used,
handling academic pressures, maintaining good grades, managing time, learning how to focus, and
ensuring effective study skills.
2. Personal concerns – These involve the difficulties that the clients encounter in planning and
setting their goals, handling stress, sustaining their motivation, making informed decisions,
identifying priorities, and solving problems.
3. Social concerns – Difficulties encountered by counselees in relating with others include dealing
with rejections, handling peer pressure, coping with the challenges of romantic relationships, and
bullying.
4. Emotional difficulties – Problems related to clients’ emotions include dealing with anxiety,
nervousness, and heartache; coping with loneliness due to homesickness and rejection; managing
negative emotions, such as depression, anger, and fear; and attaining emotional stability.
5. Psychological challenges – These include handling persistent suicidal behaviors; managing some
forms of addiction, such as smoking, drinking, and computer gaming; dealing with eating or
sleeping problems, understanding one’s identity; and handling painful experiences.
6. Family problems – Client’s primary concerns usually involve separation of parents, absence of
parents due to work abroad, single parenting, infidelity of parents, hostile parenting, favoritism in
family, pregnancy, and parenting, and unpleasant home environment.
7. Career-related concerns – These difficulties can be addressed by identifying the client’s strengths,
interests, and personal traits and matching them with career choices; accessing information
regarding career choices; reconciling personal career choices with those of family members;
identifying unclear career goals and lack of career plans; preparing for job applications; and
attaining job satisfaction (Hurlock, 1980).
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Although the counseling profession has to deal with these myriads of concerns, the emphasis
of the profession still lies in prevention and goal orientation (Gladding, 2013). Counseling focuses
on the assistance of individuals of all ages in all stages of development, assuring that the client will be
able to make wise decisions in life and find meaning, purpose, and actualization in what they do. Thus,
counseling promotes personal growth of clientele and anticipates problems for prevention.
Counseling is different from guidance and psychotherapy, although guidance is oftentimes
used interchangeably with counseling. From a historical perspective, guidance first found its place in
schools and career centers before being linked to the practice of counseling. It is focused on helping
clients determine what they value most, and from there, chose the path that they want to pursue. On
the other hand, counseling helps clients better understand themselves and their specific
situation and strive for changes to improve their lives’ circumstances. Counseling deals with
more encompassing concerns so that all efforts exerted in the process should end in self-empowerment
and self-reliance.
PRINCIPLES OF EFFECTIVE COUNSELING
As you learn more about this profession, you may also be interested in knowing and
understanding the principles that facilitate effective counseling.
You now understand that effective counselors do not give advice. Instead, to help you better,
your counselor will objectively evaluate your situation, views, and responses. He or she will never
impose his or her personal values on you. But he or she will collaborate with you in identifying possible
solutions to your problems.
Effective counselors exhibit a degree of respect, motivation, and encouragement that will allow
you to:
 gain the confidence to act on your situation.
 He or she will help you realize the value of taking responsibility for your actions, words, and
decisions, as well as their results or repercussions.
In counseling, effective counselors will remind you that you are an indispensable individual
whose rights should be respected. Your counselor will also emphasize your good qualities and may try
to push you to your limits so that you can be on your full potential. You will also be encouraged to
exercise and improve your capacity to think and make decisions.
One important element in effective counseling is the client’s feeling of unconditional regard. This
means that your counselor will be very respectful and accepting of your own insights and personal
feelings about your situation. At the same time, your counselor is bound by the principle of privacy. This
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means that the information you disclose to him or her is kept in full confidentiality. However, if there is a
threat or danger in your life, your counselor may inform your parents and concerned authorities about
pertinent information to ensure your safety.
THE CORE VALUES OF COUNSELING
Your values constitute your beliefs, which in turn affect how you view the persons you deal with
and how you understand your situation. Hutchinson (2014) offered a synthesis of moral values for
effective counseling. These include the following:
1. Each person is, in essence, naturally pure and good. If you share the same belief, then you
treat every individual with care and respect, operate from a nonjudgmental point of view, and try
to understand why some persons cannot perform or function well. One job of a counselor is to
see the inherent goodness or beauty of the person, even in the presence of negative behaviors.
2. The primary role of a counselor is to give support so that the client will be able to attain
autonomy (state of being self-governing). This would enhance the client’s sense of
responsibility so that he or she could alter arrive at a better position and see how he or she
influences and is influenced by social forces. So if you want to be a counselor someday,
start reminding your friends (or even yourself) to believe in their capacity to make
positive changes by taking full responsibility for themselves.
3. The essential values that will compel and sustain you in doing this work are love and
compassion. For you to become an effective counselor, you must have a big heart because, as
a guidance counselor, you should learn to prioritize the needs of your clients. You must show
genuine concern about their problems or needs. When you become a counselor, you have to be
a loving person, especially when you encounter persons who experience painful incidents in
their lives. A loving counselor is eager to listen and demonstrates personal and warm
acceptance of the client.
“When you become a counselor, you must be entirely aware of your value system. This will greatly
affect how you carry out your counseling work.”
4. An effective counselor finds the job’s intrinsic rewards more interesting than its extrinsic
ones. This job’s intrinsic rewards come from the counselor’s sense of fulfillment in seeing his or
her clients achieve life success, attain autonomy, and exercise effective coping skills. Such
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fulfillment may result from the counselor’s care and guidance given to the student. There are
some scenarios that make a counselor happy and fulfilled, such as saving the life of a person
with suicidal thoughts, facilitating the psychological and emotional recovery of a traumatized
person, and leading a daughter to the realization of her parents’ love for her.
5. Deal with life through an attitude of gratitude and forgiveness. Each of us has encountered
painful experiences. However, to become a counselor who is capable of instilling optimism and
grit to your client, you have to embody such characteristics as well. You have to keep inspiring
other people to be well and do well, to be helpful and confident in facing life’s challenges, and to
stay positive in times of problems and difficulties. More so, a guidance counselor needs to let go
of his or her painful past experiences through forgiveness in order to be empowered to move
forward in his or her life and aid others to do the same. If you become a counselor, you likewise
need to encourage your clients to forgive so that they may view life positively.
Activity 1.1 a: Picture Analysis
Directions:
Identify how the pictures relate to the goals and scope of counseling.
1. __________________________________________
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2. _____________________________________________
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ASSESSMENT 1.1
Directions: Discuss the core values of counseling illustrated by the statements below.
Rubrics:
No Answer Needs Improvement Adequate Quality Exemplary

0 4 6 8 10
Answers are partial or Answers are not Answers are Answers are
incomplete. comprehensive or accurate and comprehensive,
Key points are not completely stated. complete. Key accurate, and
clear. Question not Key points are points are complete. Key ideas
adequately answered. addressed, but not stated and are clearly stated,
well supported. supported. explained, and well
supported.
1. Each person is, in essence, naturally pure in good.

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2. The primary role of a counselor is to give support so that the client will be able to attain autonomy.
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3. The essential values that will compel and sustain you in doing this work are love and compassion.
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ENRICHMENT 1.1
As a career counselor of i-Link CST Inc., you are tasked to prepare a 30-minute talk on how to
become a successful counselor.
Write the contents of your speech or message, which highlights the principles of counseling,
nature and scope of the discipline, the career opportunities, and the educational preparations and
pieces of training needed to become a counselor.
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LESSON 2: Professionals and Practitioners in Counseling
1. Show understanding of the roles and functions of counselors;

2. Identify specific work areas in which counselors work;
3. Identify career opportunities for counselors; and
4. Value rights, responsibilities, and accountabilities.
Roles and Functions of the Professional Counselor
The counseling profession evolved as a response to various changes: economic, social, and
technological. Some examples of these are the increasing number of overseas workers, many of whom
are parents, better facilitation of students’ learning by addressing their behavioral concerns, progress in
knowledge and use of technology in the classroom, and cultural diversity in the classrooms by having
students from either different region in the country or different countries in the world. Given this
situation, the guidance counselors are considered important members of the educational team. They
provide assistance to students’ academic pursuits, socio-emotional needs, career plans, and moral
development. In this way, the guidance and counseling program ensures that students are able to cope
well with their circumstances. This results in nurturing students who shall be responsible and productive
members of society. The role of a professional counselor is important in school to assist students in
their academic well-being.
Erford (2014) emphasized that professional school counselors do not take a rigid and static set
of functions in the educational system. This means that professional counselors perform their roles in a
continuous state of transformation in response to the current challenges. Therefore, professional
counselors function as follows:
1. Providers of individual and group counseling services. School counselors take an active
role in counseling groups or individuals. In a school siting, professional counselors are equipped
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not only in helping individuals understand themselves but also in providing a correct evaluation
for either behavioral or clinical problems a student may have.
2. Developmental classroom guidance specialists. Professional counselors also prepare

lessons and implement guidance Directions to students. These are executed by developing
clear and measurable objectives to meet the needs of the students. To meet these objectives,
professional counselors deliver talks, seminars, workshops, and other interesting activities.
Lastly, professional counselors improve their programs and mode of Directions through
consistent feedback and evaluation.
3. Leaders and advocates of academic success. Professional school counselors have an

ethical responsibility of promoting academic success by helping students identify barriers
affecting school performance. These barriers may be personal (example: peer pressure); moral
dilemmas (example: failing an exam or cheating to pass an exam), or career-related barriers
(example: indecisiveness about a course in college). Professional counselors guide the students
by identifying strategies so they can positively cope with these challenges and see these
challenges as opportunities for growth.
4. Career development specialists. Professional counselors also provide activities that will
prepare students for the demands and requirements of their chosen profession. These activities
include formal writing of resumes, having proper responses to job interviews, and knowing
appropriate clothing for a job application. Furthermore, to ensure proper coping and success in
the workplace, professional counselors help students develop essential, basic skills such as
effective communication, creativity, decision-making, critical thinking, and work ethics.
5. Agents of diversity and multiculturalism. Professional school counselors are trained to deal
with and address the needs of people from different cultural backgrounds—for example,
students from foreign countries. There will be an increasing number of students from other
Asian countries. The counselor may assist these foreign students through activities that allow
interaction with Filipino students, aimed at helping them cope with their new environment. At the
same time, the counselor will also carry out a program understanding of their foreign
classmates.
6. Advocates of students with special needs and student-at-risk. Professional counselors give
attention to students with special needs such as the athletes, honor students, students with
absentee parents, those with learning disabilities, and other clinically diagnosed with absentee
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parents those with learning disabilities, and other clinically diagnosed students. They are special
groups who need additional assistance to help them cope better by providing comprehensive
assessment programs to understand better and address their special needs. For example,
students with absentee parents might have stronger needs in comparison with students whose
parents are always around for social and emotional support. With this, the counselor may help
them become engaged in extracurricular activities, or he or she could even organize a
symposium that will help them become more adjusted with their situation. Professional
counselors are also concerned with the promotion of mental health. They could also organize
activities that will help students understand depression, anxiety, phobia, or addiction.
7. Advocates of a safe school environment. Conflicts, which may lead to violence, happen in
some school communities. For instance, there are issues on bullying—physical, verbal, cyber,
psychological, etc.—nowadays. Hence, a comprehensive school counseling program with
intervention components such as school bullying campaigns and peer mentoring can address
this issue.
8. School and community collaboration specialists. To ensure student’s holistic development

and success, professional school counselors work in collaboration with the other school
authorities and with the parents of the students. For example, they cooperate with teachers to
better assist students with learning difficulties or behavioral problems. At times, school
counselors are tasked to prepare seminar-workshops to facilitate teachers’ better understanding
of the personality dynamics of students. Through conferences, counselors collaborate with the
parents to best facilitate and promote the excellent academic performance of the students.
9. Finally, counselors also collaborate with mental health practitioners when a student needs a
referral. For example, those with depression may experience hormonal imbalance resulting in
depressive moods. To provide proper response to the circumstance, the professional help of a
psychiatrist or a clinical psychologist is needed.
Competencies of a Transformative Counselor

Establishing Rapport
To establish rapport means to create and foster a warm and accepting relationship with the
counselee. Rapport can be achieved by the counselor’s ability to demonstrate empathy or an
understanding of the counselee’s feelings and perspectives. When rapport is established, the
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counselee may feel safer during the counseling session, hence gaining increased confidence in
expressing his or her thoughts and feelings.
Basic Attending Skills

Basic attending skills refer to nonverbal behaviors, which are important in the counseling
proves. These basic attending skills make the counselee feel that the counselor is sincerely listening
and paying attention to the counselee’s concerns. According to Egan (1975, 2009) and Guindon (2001),
these basic attending skills can be easily recalled by the acronym SOLER.
S means Sitting across the counselee;
O means adopting an Open posture during the counseling session;
L means Leaning at times toward the counselee;
E means maintaining an Eye contact, but not necessarily staring at the counselee
R means being Relaxed or the ability to be composed and confident during the session
Observational Skills
A professional guidance counselor must have the ability to observed the verbal and nonverbal
messages conveyed by the counselee. Verbal messages are the spoken words through stories or
insights shared by the counselee. On the other hand, nonverbal messages are the cues or indicators of
keeping thoughts and feelings that may indicate personal issues or problems of the counselee.
According to Guindon (2001), paying attention to nonverbal behaviors may provide significant
information about the client’s verbally, unexpressed thoughts, and feelings. Nonverbal behaviors
confirm the discrepancies between what is being said to what is actually happening. For example, when
a counselee shares that he is not any more affected by the breakup with his girlfriend. Yet this
counselee could neither look at the counselor’s eyes nor demonstrate a tone of voice that without
painful emotions. This discrepancy may indicate that the person may still be affected and is just
denying his true feelings about the situation. Hence, Guindon (2001) identified six basic types of
nonverbal expression.
1. Physical appearance. This may include a person’s manner of dressing or grooming, indicating
his or her ability to adapt and take care of himself or herself. A counselee who demonstrates
neglect for his or her grooming may be demonstrating signs of personal problems. Another
example is bruising on the counselee’s skin that may indicate physical abuse or physical pain.
2. Personal space. Personal space refers to the proximity or distance between two persons.
Cultural background may account for personal space; that is why there are individuals who feel
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comfortable with proximity, and others who are uncomfortable with it. According to Guindon
(2001), touch is one element of personal space. For some, human touch makes one feel loved
and cared for. However, for some, the human touch is unpleasant and may be seen as a threat
or possible danger. Hence, counselors must not assume that human touch is acceptable or
received positively by their clients or counselees.
3. Voice. A counselor must pay attention to the toe of the counselee’s voice as the latter shares
his or her story. Any fluctuation from the original pattern of speech must be noted. For example,
the intensity of emotions can be gauged through the counselee’s rate of speech and tone of
voice. A too fast rate of speech may signify fear about the topic, discomfort, or embarrassment.
On the other hand, a rate of speech that is slower than normal (e.g., pausing for a couple of
minutes even in the middle of narration of experience) may indicate that the story being told is
somewhat painful for the person hence sadness or depression may be present. Also, when the
voice pitch and volume becomes louder than the usual tone, the person may be expressing
anger and disappointment or joy and excitement.
4. Facial expression. The individual’s face often reflects genuine feelings and emotions. A
counselee’s verbal expressions may contradict the emotions reflected on his or her eyes and
facial expression. For example, tightening of the facial muscles and stifling a cry or a tear
(Guindon, 2001) must be noted because this may signify a kept emotion. At the same time, it is
also and evidence of inconsistency when someone smiles or laughs even if he or she is crying.
This may suggest that the person is either trying to pretend about or hide his or her true
feelings. It is possible that the client may still not be ready to disclose a painful event in his life.
5. Body language. The counselee’s body language is a nonverbal message that suggests
unconveyed emotions. For example, a counselor may encounter clients who either have a rigid
posture or who tighten their first while sharing their stories. Some clients will consistently hold or
play with a pen or cell phone while expressing their insights. This body language of the
counselee may indicate either a positive or negative emotion. The counselor must be aware of
this and take not of the possible messages these body languages are communicating.
6. Sudden changes in behavior. When a counselee displays sudden changes in behavior during
the counseling sessions, these are indicative of possible emotional stress or resistance. For
example, a counselor may see the client’s behavioral expression of excitement as he or she
shares his or her story. Then, all of a sudden, the counselee appears to lose interest in the topic
as he or she continues to narrate it. Another example is when a client displays active
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participation during the first meeting with the counselor. In the second meeting, the counselee
does not show up. This could be an indicator that something wrong could have happened to the
counselee. The counselor must take note of this and even consider this as a reason to follow-up
on the counselee. Lastly, when a client displays deterioration in proper grooming and healthy
appearance. This can be an indicator of a possible personal problem as the client exhibits self-
neglect.
Basic Responding Skills

Basic responding skills, also called listening skills, are competencies that indicate a counselor’s
ability to hear and understand the counselee accurately. This is the counselor’s ability to understand
the client’s spoken words and shared emotions. The counselor must not only listen to the story and
observe the nonverbal behaviors of the client. The counselor must also pay attention to his or her
nonverbal messages in an effort to communicate an emphatic understanding. Hence, empathy or the
counselor’s “ability to put himself or herself into the shoes of another person: is essential to carry out
the counseling process properly.
Moreover, basic responding skills are necessary to establish rapport and develop trust
throughout the counseling process. Hence professional counselors listen well to the client by avoiding
evaluation of their clients’ stories through immediate judgment by being selective in listening.
The following skills allow effective communication with the counselee:

1. Use of Minimal Encouragers. Minimal encouragers include verbal and nonverbal behaviors of
the counselor, which express his or her interest in the client’s story. This also allows the
counselee to communicate and continue sharing his or her stories. Nonverbal encouragers
involve the counselor’s open body position and nodding of the head, to show that he or she
understood the counselee. Verbal encouragers such as “uh-huh,” “I see,” or “ah” are often used
to make the client feel heard and understood, thus allowing him or her to talk or share more
about his or her experiences.
A TRANSFORMATIVE COUNSELOR MUST POSSESS SPECIFIC COMPETENCIES TO HELP HIS

OR HER CLIENTS EFFECTIVELY.
2. Restatement and Paraphrasing. This involves restating what the counselee has shared
without altering the meaning. Restatement allows the counselor to deeply understand the
20
client’s experience by using his or her own words to approximate what the counselee has
shared. This provides immediate feedback to the counselee if the counselor understood him or
her correctly.
3. Reflection of feelings. This skill involves the counselee has shared without altering the
meaning. Restatement allows the counselor to deeply understand the client’s experience by
using his or her own words to approximate what the counselee has shared. This provides
immediate feedback to the counselee if the counselor understood him or her correctly.
4. Summarization. Summarization attempts to bring together all the important parts of the
discussion, especially when the counselee discussed different concerns or had a lengthy
explanation of his or her experiences. Through summarization, the counselor repeats and
rephrases the statements shared by the counselee. Then, the counselor clarifies the relevance
of events or sequence of experiences as narrated by the client. This allows the counselor to
ensure an accurate understanding of the counselee’s confided disposition, circumstance, or
dilemma.
Areas of Specialization
The scope of work of a professional counselor covers a broad area. Some of these roles and
functions require specialization because counselors cater to the various needs of an individual.
Appropriate counseling services are provided, given an identified need. The following are some fields of
work where the professional counselors may specialize:
School Counseling
In the Philippines, counseling is typical in the academe. Guidance counselors usually ensure
students’ academic success and assist those with various career, social, and personal development
needs. Guidance counselors provide various services to the school and community. They collaborate
with other stakeholders, such as parents, teachers, and school administrators, to promote holistic
development among students.
Mental Health or Clinical Counseling

A professional counselor may also focus on mental health counseling by providing programs
and services specifically designed to address the needs of individuals with mental health issues like
depression, anxiety, and substance or chemical dependency. The Philippine Mental Health Association
21
and Dangerous Drug Board are some of the local institutions where counselors work and focus on
mental health issues.
Rehabilitation Counseling
Rehabilitation counselors are responsible for helping patients with physical, mental, or
emotional issues. They deal with psychological and physical issues like illness affecting the individual.
They utilize various approaches to help patients understand and overcome their disabilities.
Industrial Counseling
Counselors may also specialize in the industrial setting, where they could provide workplace
counseling to respond to the concerns of the employees. Aside from counseling, they are also taped in
other areas like training or professional development service or in other activities to help the employees
develop soft skills.
Marriage and Family Counseling

Marriage and family counselors explore issues and concerns that affect the relationship
between husband and wife, and their roles as parents. They provide counseling sessions and various
activities to foster stronger relationships within the family.
Community Counseling
Community counseling is provided to members of the society who encounter difficulties in the
community setting. Counselors who work in the community setting are usually adept in the community’s
background, culture, or practices. They help the members of the community improve their relationship
with each other. Moreover, they are in charge of assisting people in adjusting and understanding their
community better to minimize issues.
Career Opportunities for Professional Counselors
Becoming a professional counselor can be very rewarding and most exciting. This career offers
several opportunities. Below are some of the jobs that a counselor can choose from, after completing
the academic requirements of the counseling profession:
Elementary and High School Counselors

Counselors working in the elementary and high school levels usually deal with preschool pupils
to grades 1 to 12 students. They provide individual and group counseling as well as homeroom
22
guidance sessions to support the academic, social-emotional, and personal development of school
children—results of psychological tests to assess the students’ strengths and weaknesses. Results of
psychological tests and other gathered data (those from the interview with students, for instance) are
utilized as bases for improving the guidance program and services.
College Counselors
College counselors are in charge of the implementation of comprehensive guidance programs
for the tertiary level. They do not only focus on the academic, social, emotional, and personal
development of students, but they also address the career-related needs of the students. Hence, they
provide seminars on job-hunting skills, corporate dressing, interview techniques, and other activities
relevant to the students’ preparation for work. Also, college counselors collaborate with parents, faculty
members, and administrators to strengthen the programs and services that will further promote the
students’ development. They also provide psychological assessments, which intend to identify the
students’ strengths and limitations.
Teaching in the Academe

A professional counselor can also opt to teach in the college and high school levels as long as
they meet the necessary academic requirements. They can teach college-level courses such as
theories of counseling, career counseling, and psychological assessment. On the other hand, they can
also teach high school subjects such as values education and personality development.
Workshop Facilitator
Guidance counselors are equipped with competencies that address the needs of diverse groups
through the facilitation of seminars and workshops. They can provide activities to address issues such
as mental health, career development, adolescents’ risky behaviors, resiliency, soft skills, or any other
topic concerning the psychological conditions of individuals.
Career Counselors
Through career counseling and career coaching, hey prepare students and other clients on how
to perform well in job applications. They may also educate those who wish to change their career or
achieve career advancement. Also, career counselors provide activities that guide individuals to explore
their interests, personality traits, attitudes, and aptitudes. Moreover, career counselors may also
provide activities to retirees and help them cope and adjust to life transitions.
Community Counselors
Community counselors provide help to members of certain communities by identifying how
certain factors contribute to the well-being of their members (Peterson & Nisenholz, 1995). Counselors
23
reach out to the communities and work with groups who are at risk of certain problems like poor health,
learning disability, and poverty; the minorities; and those who are physically and emotionally abused.
They may provide counseling and other therapeutic activities to help the members to cope.
Marriage and Family Counselors

Marriage and family counselors are trained to address family issues and concerns through
therapeutic interventions. Family counseling is usually provided when there are marital conflicts, sibling
rivalry, intergenerational conflict among members, or one or more members of the family are going
through a difficult situation. Various approaches are also being used so that the family can deal and
cope with these challenges.
Substance Abuse Counselors

Substance abuse counselors usually work in drug rehabilitation centers. They are trained to
help people understand how substance abuse affected their way of life and how they can overcome
and prevent the same problem. Their academic training and preparation helped them to develop
programs and interventions that will address the physical and psychological well-being of clients.
Rehabilitation Counselors
Rehabilitation counselors deal with clients who suffer from physical disabilities and
psychological problems. They provide counseling, assessment, and activities that will lead the client to
accept that his or her condition has to be changed and fixed. Sometimes, rehabilitation counselors work
with other institutions such as homes for aged to provide therapeutic sessions in helping the elderly
cope with their condition. More so, rehabilitation counselors also provide services to individuals with
learning disabilities, sensory impairments, head injuries, and those with life-threatening conditions such
as acquired immunodeficiency syndrome (AIDS).
Researcher
Guidance counselors are trained to conduct evidence-based research and identify the most
effective activities that will improve the conditions of certain individuals. They are in charge of program
evaluation and development to further promote the cognitive, socio-emotional, and moral-spiritual well-
being of individuals.
Professional Ethical Principles in Guidance and Counseling
24
Professional ethics pertain to values that determine the counselor’s behaviors. Professional
counselors stick to ethical principles that serve as one overall guide in their practice. If you are going to
pursue counseling as a profession someday, knowledge of ethics and good counseling practice could
serve as your protection. If, for example, one of your counselees discloses that her uncle is physically
abusing her, you will feel confused about whether you are going to report this or not. Ethical principles
in counseling will guide the counselor in addressing and responding to cases or issues such as this.
These principles will also distinguish what is ethical or acceptable from what is unethical or
unacceptable in the counseling profession.
EVERY COUNSELOR MUST BE ADEPT IN THE ETHICAL PRINCIPLES OF THE PROFESSION
Confidentiality
This principle states that counselees have the right to privacy in working with his or her
counselor (Hutchinson, 2014). All information shared by the counselee, including his or her identity,
mist be kept secret. This means that the counselor should not divulge any information and protect all
documents (including the records found in his or her computer) about the counselee. It must be noted,
however, that there are important exceptions regarding confidentiality. For example, a counselor is now
required to break the confidential bond if the situation poses a threat to the life of the counselee (for
example, the counselee wants to commit suicide). Likewise, in special situations or cases where legal
implications are involved, the counselor can breach confidentiality on a condition that a written consent
form will be obtained from the client. If the case involves minor individuals, then consent from the
parent or guardian must be obtained by the counselor.
Client Welfare
It is the counselor’s primary responsibility to protect the welfare of the clients. Hence, if the
identified needs of the counselee are beyond the expertise of the counselor, then the counselor must
refer the client to another professional. As such, counselors must be knowledgeable about cultural and
clinically appropriate sources of referral, which they may suggest to the counselee.
Informed Consent
Professional counselors are required to provide their clients with an overview of what counseling
is all about and what the counseling process entails (for example, information on policies and goals).
This allows the client to decide whether he or she would participate in the counseling process or not.
25
Relationship with Clients

A professional counselor must establish and maintain boundaries in his or her relationship with
the clients. Within and outside the counseling session, the counselor must be aware of and be bound
by the ethics of a professional relationship with clients. Counselors should not engage in any personal
relationship with the clients. Since clients tend to be vulnerable and helpless at times, they become
independent and see the counselor as a companion. No matter how emotionally vulnerable the clients
are, counselors must set professional limits.
Professionalism
A professional counselor should clarify with the client the types of activities other than
counseling, which will be utilized to address the presenting concerns, the techniques and counseling
procedures that will be employed, and the sort of payment that is expected to be paid if working on a
private setting. As a professional individual, the limitations of confidentiality must also be clarified to the
counselee.
Valuing Rights of Individuals, Professional Responsibilities, and Accountabilities of Counselors

Professional counselors must not only adhere to the ethics of their profession but also manifest
their commitment. They commit to this by giving value to the rights of individuals and demonstrating
accountability to their clients. This could be done by the following:
1. Respecting the rights and dignity of every human person. Professional counselors must
bear in mind that each individual is unique. No matter how unruly or how disruptive the behavior
of an individual is, he or she deserves to be treated fairly, to be listed to about what he or she
thinks and feels, and to be respected.
2. Respecting the client’s rights as a self-governing individual. Counselors feel responsible

for the welfare of their clients. However, counselors must remember that their clients are
capable of helping themselves and are capable of choosing. Therefore, counselors must
communicate trust to their clients to encourage maturity and a sense of responsibility, even
outside the counseling session.
3. Being committed to the client’s well-being. Professional counselors demonstrate dedication

for their work by showing concern to their clients during counseling sessions and even after the
session.
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4. Being fair to all clients by providing equal opportunity to all who availed the counseling
service. Counselors do not only provide counseling to few and selected groups, but they
accommodate individuals from all walks of life: students, professionals, and those coming from
high or low socioeconomic conditions. The counselor must render services to whoever is willing
and interested to be professionally helped.
5. Enhancing the quality of their professional knowledge and application. Counselors provide
quality service by keeping themselves updated on issues and trends in their profession.
Counselors must continuously attend conferences, conventions. They must also join and
participate in professional organizations aimed to develop their competencies.
6. Being responsive to society. Counselors collaborate with other members of the community to
provide the best services for their clients. For example, they collaborate with the parents,
teachers, school administrators, and other stakeholders to further help the students.
Activity 1.2 a
A. Directions:
Choose only two (2) out of the given choices and discuss each essential role and function of the
counselors.
Roles, functions, and competencies of counselors
1. Providers of individual and group counseling services.
2. Developmental classroom guidance specialist.
3. Career development specialist
1.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
B. Directions:
27
Choose only two (2) out of the given choices and explain each important role and function of the
counselors.
D. Rights, responsibilities, accountabilities, and code of ethics.
Respecting the rights and dignity of every human person
Being responsive to society
Enhancing the quality of their professional knowledge and application.
1.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
ASSESSMENT 1.2
MODIFIED TRUE OR FALSE: Write TRUE if the statement is correct. Write FALSE if it is incorrect and
then underline the word or group of words that makes it incorrect. (2pts each)
_____1. When rapport is established, the counselee may feel safer in the counseling session, hence
increasing his level of confidence in expressing thoughts and feelings.
_____2. Basic attending skills are composed of essential verbal behavior, which is considered
important in the counseling process.
_____3. Verbal behaviors may provide rich information about the client’s thoughts, feelings, and
discrepancies between what is being said to what is actually happening.
_____4. Personal includes proximity of distance from the other person.
_____5. Any fluctuation from the original pattern of speech must be noted during the counseling
session because it can be utilized as a basis for interpreting verbal expressions.
_____6. Basic responding skills are also called listening skills or the ability to understand not only the
words spoken by the counselee but even the feelings and emotions expressed.
_____7. Verbal encouragers involved an open body position of the counselor and the ability to nod the
head to show that what was being express is understood by the counselor.
28
_____8. Paraphrasing involves the counselors capacity to reflect on what emotions or feelings that the
counselee has about a particular event or experience.
_____9. Basic attending skills such as eye contact can help the counselee feel that the counselor is
sincerely listening.
_____10. Physical appearance may include the counselee’s tone of voice and pattern of speech.
ENRICHMENT 1.2
Directions: Based on your understanding of the topic, read, and explain the following questions.
1. What is the most difficult problem that you have encountered?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. To whom do you ask for help in solving your problem?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
3. How did you solve the problem?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
4. When do you think your problem is easier to solve? Alone or sharing it with trusted people?
29
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
5. What is your realization in relation to question number four?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
LESSON 3: Clientele and Audience in Counseling
Specific Objective:
1. Describe the clientele and audience of counseling.
Clientele and Audiences in Counseling
COUNSELING IS A HELPING PROFESSION THAT CATERS TO THE NEEDS OF INDIVIDUALS OR

GROUP OF INDIVIDUALS.
Most often, people who seek counseling are overwhelmed by emotions: pain, desperation, or
sadness. It is common for clients to share feelings about losing control of their lives. These are
common Sentiments because the clients are overwhelmed by uncertainties about their future.
For example, a student in the dean’s list or with recognition for academic achievement may
seek help from his or her counselor after showing much sadness because of failing in a quiz. He or she
may see himself or herself as incompetent and think that he or she has studied insufficiently. After
undergoing a counseling session, one of the results is that he or she came to see a wide horizon again.
He or she may realize that a failed quiz was an integral part of the grading system. From here, the
client may realize that he or she can still improve his or her grade.
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PEOPLE WHO UNDERGO COUNSELING GET TO KNOW THEMSELVES BETTER, REALIZE

THEIR POTENTIALS, AND ACTUALIZE THEIR PERSONAL GOALS TO THE FULLEST.
Individuals
In the school setting, counseling is provided by the Guidance and Counseling Department.
Guidance and counseling services in elementary often deal with pupils’ concerns, most of which are
behavioral. On the other hand, counseling services offered in high school and college are primarily
about career plans or relationships.
In the industry setting, counseling responds to the concerns of employees or professionals.
Difficulties in the workplace are as varied as those in the school setting. A few examples are family
reasons, career-related concerns, and even financial challenges that affect the workers’ performance.
The Human Resources Department (HRD) (or referred to in some companies as the Human Resources
Development Department) is assigned for the welfare and development of the employees. This office
also provides counseling to the workers. A low rating in performance evaluation is one of the reasons
employees are provided with counseling services. At the same time, the HRD also keeps the
employees motivated through recognition and reward for a good performance.
Groups and Organizations
The group clientele of counseling consists of people who either share similar concerns or
benefit from giving support to one another. A program is prepared for these groups to assist them in the
difficulties they encounter. These are some of the groups and organizations a counselor reaches out to:
1. Students with academic difficulties. The counselor identifies students who experience
difficulties in their academics. He or she calls for them to identify their common concerns, which
had possibly affected their academic performance. The activities that the counselors carry out
are the development of effective study habits, time management, tips in developing the ability to
concentrate, stress management, and career clarification.
2. Honor students. The counselor meets the best-performing students to inspire them to continue
their hard work and perseverance. The counselor also encourages them to ascertain the
difficulties they encounter, which could affect their academic performance.
3. Students with career uncertainties. Students with career uncertainties may not be able to
perform well in their academics. This may be due to a lack of interest in their subjects. Hence,
counseling this group of people involves assessment of their interests, personality traits, and
31
competencies. The results of the assessment will serve as a basis for discussing related career
options that these students may consider.
4. Children of OFW parents and single parents. According to the 2014 Survey on Overseas
Filipinos, from April to September 2014, a total number of 2.3 million Filipinos left the country to
seek employment abroad. Children of absentee parent(s) are more prone to higher rates of
stress, depression, anxiety, and low self-esteem during the teenage years. Research
consistently shows that the absence of parent(s) has lasting negative emotional effects on
children (Schneider et al., 2015). A counseling program and forming a support group are
appropriate for this group.
5. International students. This group is composed of individuals from different countries. During
their stay in the Philippines, they may experience difficulty in assimilating and adjusting with the
culture. The counselor meets these students to assist them in their adjustment process. The
counseling program implemented is focused on effective coping, problem-solving skills for
situations relatively new to them, and appropriate response to feelings of homesickness.
6. Students living in dormitories or away from home. These refer to students who live in the
province and transferred to dormitories, apartments, or boarding houses nearest to their
schools. These students often experience feelings of homesickness, which can affect their
academic performance. For these circumstances, the effective counseling programs are those
focused on clarifying goals, managing their emotions, and socializing, as a form of fostering a
sense of family among peers.
7. Individuals with socio-emotional concerns. This group is composing of individuals who feel
alone and depressed because they experience being bullied, rejected, or left out. They may
appear quiet and behave. However, because of what they have experienced, there is a
possibility of kept anger, frustration, and pain. If these emotions are not addressed by the
counselor and appropriately processed with the counselee, the student may suffer from an
uncontrolled emotional outburst or an emotional breakdown. These students will benefit from
pieces of training on enhancing interpersonal skills, managing emotions, and resilience.
8. Victims of Disasters. This group includes individuals who have experienced calamities or
disasters that may have caused them to manifest symptoms of post-traumatic and stress
disorder. A Critical Incident Stress Debriefing or Psychological First Aid can be conducted to
give an initial form of treatment to direct victims of disasters. Counseling that focuses on
32
enhancing coping skills, acceptance and/or grieving, and instilling resilience may be given to
this group.
9. Peer Facilitators. This group is composed of individuals who went through a series of training
in peer facilitating. Their role is important in the promotion of guidance services and programs in
the school. The peer facilitators help the guidance counselors reach out to the studentry. Their
pieces of training allow them to do Para counseling functions of the office, as there are students
who are more comfortable talking with persons of their own age. Para counseling is a training
given to individuals who are not professional counselors to do basic counseling and facilitating
skills. Their pieces of training may include improving self-awareness and self-management,
Para counseling skills, communication skills, and conflict resolution.
Communities
Guidance counselors also work in partnership with other members of the school community,
such as parents and school authorities.
1. Parents. In order to address students’ needs, collaborative efforts between parents and
counselors are being made through conferences or meetings. Counselors meet with parents of
students who often demonstrate behavioral problems. This meeting is aimed at discussing
possible ways the parents can provide to support their child positively. Moreover, counselors
can also carry out orientation sessions and seminars about proper and effective parenting.
These seminars may discuss how to deal with adolescents, given the social context of this
century. In this way, parents can better understand their children’s behavior. Hence, parents
may render appropriate support for their children’s holistic development.
2. School authorities. School authorities and administrators like teachers, department heads, or
principals are also counted as clientele of guidance counselors. A counselor can meet with the
teachers to help them understand the psychological aspects affecting the students’ learning
process. As such, counselors encourage teachers to refer students who seem to have
difficulties in the classroom. Counseling and preventive guidance activities are given to provide
immediate assistance to students with identified learning problems. Furthermore, counselors
may carry out seminars and workshops on effective classroom management, career anchors,
and handling bullying or depression to help teachers and administrators understand their
students’ needs and concerns.
Activity 1.3a: I Am a Problem Solver!

33
Directions:
1. Follow the given directions and answer the question in step 1 to step 8.
I Am a Problem Solver!
Step 1: What is bothering you?

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Step 2: How do you feel about it?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Step 3: What will you do or tell yourself to keep calm?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Step 4: What do you want to happen?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
34
Step 5: What can you do? List down at least three options or alternative solutions that you can think of
in order to take away or solve your problem.
Option A Option B Option C
Step 6: Consider the consequences of each option.
Option A Option B Option C

Positive
Negative
Step 7: What is your best choice among the options? Circle your best option.
Step 8: Take a deep breath and plan how to carry your best option out.
35
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Step 9: How did the option work?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Activity 1.3b: Elaborate
General Directions:
Approach someone you are close with, such as a family member who has undergone a life-
challenging situation. Interview him/her and then see how counseling would have helped him/her go
through those difficult times.
Name of interviewee (optional):
___________________________________________
Age: _____ Status: Single () Married ()
TYPES OF COUNSELING
Formal Counseling: Guidance Counselor ()
Company Counselor ()
Others: Specify __________
36
Informal Counseling: Friends ()
Family ()
Others: Specify __________
Problem encountered:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Solution:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Self-Reflection:
How counseling helped you to solve the problem?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
37
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Assessment 1.3
Directions:
38
A. Enumerate at least five types of clientele for counseling and briefly describe their characteristics.
Use the table below.
Clientele Characteristics
(Ex. Students with academic Individuals become rebellious, behaviorally difficult, and
difficulties) prone to stress depression, anxiety, and low self-esteem.
1.
2.
3.
4.
5.
B. Enumerate at least five types of audiences for counseling and briefly describe their characteristics.
Audiences Needs
(Ex. Drug Users) Quick access treatment or medication through
rehabilitation, seminar-workshop, and counseling
1.
2.
3.
39
4.
5.
Enrichment 1.3
A. Directions: Circle the letter of the correct answer.

1. Guidance and counseling in elementary is ____________.
a. behavioral c. cognitive
b. career planning d. emotional
2. Which is NOT true about counseling?

a. It caters to individuals
b. It is exclusively provided in a school setting
c. It is a helping profession
d. It is conducted to groups of individuals
3. Guidance and counseling offices in the elementary schools mostly deal with problems that are
___________in nature.
a. Relational c. behavioral
b. Academic d. career
4. In this setting, counseling is provided to cater to the needs of employees or professionals.

a. School c. industry
b. Community d. government
5. This kind of clientele of counseling consists of a number of persons who share similar concerns and
who benefit from giving support to one another.
a. Groups or organization c. Small population
b. Individual d. Special Population
B. Match column A with column B.

Column A Column B
_____1. A program is implemented for this group to address a. International

40
Its needs such as study habits, time management, students

and ability to concentrate.
_____2. These students fail in their quizzes and are not b. Honor students
motivated to study their lessons.
_____3. As a result of absentee parents, these individuals c. Students with

become rebellious, behaviorally difficult, and are academic
prone to higher rates of stress, depression, anxiety, difficulties
and low self-esteem.
_____4. This group is composed of students from different d. Children of OFW

provinces and may be experiencing culture shock in parents and
the new environment of their school. single parents
_____5. These students often experience homesickness e. Students with

that may hinder them from concentrating on career
their studies. Uncertainties
LESSON 4: Settings, Processes, Methods, and Tools in Counseling

Counseling Services, Processes, and Methods
a. Identify the settings in which counselors are found;
b. Illustrate the different processes and method involved in undertaking counseling; and
c. Distinguish the needs of individuals, groups, organizations, and communities.
41
SETTINGS IN COUNSELING
Professional counselors are trained and licensed to provide psychological services in different
settings. They study the characteristics of the clients, their needs, and the environment that shapes
these individuals. Hence, the previous activity is one way of gaining an understanding of the members
of your community, which is an essential tool in formulating an effective guidance program for
promoting the mental health of the community.
These are some of the settings where professional counselors provide services:
1. Government setting. Guidance counselors in the government sector usually work in
collaboration with social workers. They provide counseling and other guidance services to
individuals referred by government
agencies to address the clientele’s socio- Counselors need to know
emotional needs. One of the examples of the characteristics, needs,
and the environment of
government agencies is the Department of
their clients for better
Social and Welfare Development (DSWD). understanding and
This government sector responds to the formulation of effective
needs of children who were abandoned by

their parents. After these children are
referred to appropriate caring institutions,
they are given counseling to help cope with
their new environment and cope with their life situations.
Furthermore, counselors also extend help and services to municipal or barangay offices.
They are invited by the local government units to help individuals with concerns such as one
neighbor complaining about another neighbor, marital conflicts, and child-rearing concerns.
2. Private practice. Guidance counselors may also have either part-time or full-time private
practice. They may practice as an individual or in partnership with other groups. In private
practice, counselors may also enter in either general practice, where they provide the usual
guidance services, or specialized service, where they may devote themselves in specialized
counseling that addresses concerns such as addiction, abuse, or crisis. In some cases,
counselors provide services such as psychological assessment and coaching to individuals who
file marriage annulment. They may also establish their own guidance centers or private clinics.
3. Civil society. Civil society means the general population or the public, which may include
municipalities. Examples of professional counselors who work in this setting are pastoral
counselors or those who work in parishes and churches. They provide counseling services to
42
individuals with concerns relevant to issues of morality or spiritual concerns. Professional

counselors in this setting may provide counseling to adult mothers who have concerns about
parenting. Counseling is also given to adolescent mothers to guide them on the challenges and
practices of proper parenting.
4. Schools. Professional counselors in the school setting provide programs and services that
address the cognitive, social, emotional, moral, and spiritual needs of students. Aside from this,
counselors offer activities to help students cope
with their academic requirements and Counselors must be
familiar with the needs
challenges. They also guide the students to
of individuals or groups
plan their future career goals in terms of in a particular setting.
courses to take at the tertiary level. To achieve
all these, professional counselors collaborate
with the teachers, school administrators,
parents, and the community to ensure the holistic development of all students.
5. Community. A community includes a group of people in a certain place or area. Counselors in

the community setting deal with diverse groups and a number of societal concerns ranging from
developmental needs to crises requiring immediate attention. Community counselors address
crises such as suicidal tendencies of a referred individual or drug dependency of either an
individual or a group. They also respond to facilitative concerns like job placement and marital
conflicts, preventive measures like drug awareness and sex education, and developmental
issues such as midlife crisis. Community counselors utilize various strategies and approaches to
assist the varying needs of community members. They collaborate with other professionals,
such as social workers, nurses, and community officials, to effectively and appropriately
implement their services.
COUNSELING SERVICES
To promote and support the clients’ holistic growth and development, counseling services are
provided to individuals from different settings: school, community, industry, or government. Professional
counselors provide various services to address the social, emotional, and psychological concerns of
their clients. These services include the following:
Counseling
43
Counseling is the heart of guidance services. This means that it is the core activity provided by
counselors, which makes the other services meaningful (Gibson & Mitchell, 1995). Counseling is
focused on the individual’s adjustment, growth, and development of problem-solving and decision-
making skills (Gibson and Mitchell, 1995). Counseling is a client-centered process and initiated when
the therapeutic relationship is formed between the client and the counselor. This therapeutic
relationship progresses when certain conditions, such as genuine concern. Counseling may be given to
an individual or a group. Individual counseling helps deal with the client’s personal concerns, which
involves monitoring and evaluating his or her personal progress. On the other hand, group counseling
is given to a group of two or more students with similar concerns. The advantage of group counseling is
that it allows one to find out that he or she is not alone in the situation he or she is going through.
Orientation and Information Services

In a school setting, the guidance program is considered an essential component of the
educational system. Hence, the clients (in this case, students and other stakeholders such as parents,
guardians, and faculty members) must be informed of the services provided by the counselors. They
must also be informed about how they may avail of these services. In some schools, part of the
orientation and information service is the so-called group guidance, which focuses on providing
information on developmental experiences such as coping with stress, developing effective study
habits, and managing anger. More so, school counselors prepare bulletin boards where they post
announcements, invitations, and other informational materials. At times, school counselors distribute
brochures, pamphlets, and other paraphernalia to disseminate helpful information to the public properly.
In other settings like government and mental health institutions, the orientation and information service
are disseminated through posters and multimedia announcements (i.e., through television, radio, or
social media).
Psychological Testing Services

Professional counselors also administer psychological testing. This includes the administration,
scoring, and interpretation of standardized tests. This is usually provided to assess the client’s cognitive
aspect, interest, socio-emotional being, or behavioral tendencies. For example, the 16 Personality
Factors (16PF) is a personality test that aims to identify the strengths and weaknesses of the individual
and how certain factors are affecting his or her performance. Test results are used in providing a more
appropriate counseling service and in improving these services.
Follow-up Services
When a client has availed of counseling service, follow-up counseling is provided. This is to
determine if counseling goals were achieved. It also aims to determine whether appropriate behaviors
44
and decisions were accomplished. Follow-up service is also given to special groups of students such as
honor students, those with academic difficulties, the behaviorally challenging students, and those who
are considered shifters or transferees at the college level.
Career Development and Placement Services

Professional counselors provide career assistance to help clients with job-related issues or
concerns. In the school setting, career guidance service is provided to those who are having difficulty in
choosing an academic program or course in college. At times, counselors invite successful alumni of
the school to discuss different career possibilities related to his or her professional field.
Individual Inventory Services

This service is primarily given to obtain pertinent information from the client, which is helpful to
the counselor when the client seeks counseling. The cumulative record is the form utilized to obtain
pertinent information about the students, and it is usually given prior to the counseling session. It may
include records such as home and family background, medical, dental and psychiatric history,
scholastic performance, entrance test record, awards, and honors these records are stored in a
secured filing cabinet.
Referral Inventory Services

The professional provides a referral service. This is the process of supporting the clients to find
a professional expert who may provide specific assistance to an identified problem or concern. In both
school and non-school settings, the counselor may consider this service if he or she believes that the
client’s problems go beyond his or her expertise.
In the school setting, the guidance counselor may also give a referral when the students’
problems and behaviors significantly interfere with the latter’s academic performance. Also, a referral is
usually done when there is an abrupt behavioral change such as lack of interest, sudden withdrawal
form activities, isolation, prolonged depression, violent outburst, bizarre or strange behavior and
speech, signs of excessive alcohol or drug, suicide ideation, and suicide attempt.
Research and Evaluation

Research and evaluation are systematic processes of collecting, analyzing, and using the
gathered data to determine the impact and effectiveness of the guidance program. This service is
provided to strengthen the quality of programs and services given to clients. Data are usually collected
through a survey questionnaire or guidance forms, such as the cumulative record accomplished by the
students. The guidance counselor utilizes the gathered data and presents it through tables and write-
45
ups to make it more meaningful. Research findings are useful in helping the school administrators and
other stakeholders to better understand the students’ needs and how the guidance programs and
services could better address such needs.
Counseling Processes
Counseling has no model strictly followed because it involves various approaches and
techniques. Below is one of the most common models of a counseling process: The six-stage
counseling process (Sangganjanvanich & Reynolds, 2014).
Stage I: Establishing rapport with the client

Relationship is central to counseling. Both the
counselor and counselee have responsibilities in
order to contribute to rapport building that leads to Therapeutic relationship
the therapeutic alliance. As a counselor, you have to with the client is
important in counseling
bear in mind that clients need to feel respected, to effectively facilitate
accepted, and listened to. The counselor should the client’s exploration
of oneself to achieve
present an inviting therapeutic environment, which
one’s full well-being.
can only be created by demonstrating acceptance
and empathy, characterized by warmth. This
therapeutic environment allows catharsis, or the
expression or release of emotions caused by painful
experiences, and disclosure of their struggles and
suffering without the feelings or fears of being judged.
The counselor must also see through the client’s eyes. This means that the counselor must
demonstrate empathy, an important ingredient in creating relationships and alliances between the client
and the counselor. Duan and Hill (1996) explained that empathy is like walking in the client’s shoes. It
requires an understanding of the client’s circumstances, feelings, and personal context. Also, the
counseling environment should be comfortable, be without distractions, and provide security of
confidentiality.
The most important preparation is the mindset of both the counselor and counselee upon
entering into the counseling relationship. The counselee, on his or her part, can help in establishing
rapport by collaborating with the counselor to determine the best possible solution to a concern. The
counseling process is deemed successful when the counselee is not too dependent on the counselor
and takes full responsibility of the counseling process as reflected by the client’s consistent attendance
on the sessions, or compliance to do homework. The counselee must be made to understand that the
46
desired change only takes place through the process and to trust the counseling process when a
technique does not work.
Stage II: Assessment

Careful assessment should be done to pinpoint the real cause of problems accurately.
Assessment includes data-gathering methods such as interviews, behavioral observations,
psychological tests, mental health status, and other
empirically validated instruments such as psychological
Careful assessment is
tests. All the gathered information will be integrated and done to accurately
used to formulate a case summary. pinpoint causes of
client’s problems.
Assessment is listening to, being observant with,
and is akin to the complexity of the situation. It reflects
the counselor’s ability to integrate the information he or
she has gathered to gain a deeper understanding of the
client (Reid, 1997). Furthermore, the counselor needs to assess the client’s level of maturity and sense
of responsibility to determine the most appropriate intervention strategies.
Stage III: Treatment planning or formulation of counseling goals

Treatment planning should be a product of collaboration between the counselor and the client.
This requires the client’s active participation in generating the goals of the sessions or what is called
therapeutic goals. The treatment plan is tailored to respond to the client’s specific needs, where the
counselor presents options, and the client chooses according to his or her deemed primary concerns.
The therapeutic goals must be optimistic, realistic, and achievable. The plan should be attainable so
that the client will not be frustrated when he or she works out to fulfill these. Also, the plan should also
be measurable to allow objective evaluation of goals accomplished. At the same time, the plan should
be flexible to accommodate adjustment and modification when the need arises.
Stage IV: Intervention and problem-solving

The counselor guides the counselee in aligning the intervention with the identified counseling
goals. Counseling interventions are used to assist the client in gaining insight into his or her situation
and, eventually, take the appropriate actions that will facilitate change and improve the quality of his or
her life. According to Corey and Corey (2007), insights are helpful; yet the client’s actions or behavior
are more important. For instance, many counselees would share their intelligent insights about their
situation and enumerate better ways to cope with their difficulties during the counseling session.
47
However, when they are on their own, they forget about these ideas and insights. As a result, they
disregard all plans and resolutions made to change their circumstances for the better.
It is important that a professional counselor reflects. He or she should reflect not only on the
information gathered but reflect on these with an integration of research and studies in psychology
relevant to his or her counseling case. This is because choosing the best counseling interventions
needs proof effectiveness, which is provided by these published research and studies. Furthermore, to
do so ensures ethical counseling practice (ACA, 2005).
Stage V: Evaluation
During this stage, implemented intervention and its outcomes are evaluated in terms of
accomplishments of agreed goals. One form of evaluation is formative evaluation, which is consistently
conducted throughout the counseling process. This monitors the effectiveness of the implemented
intervention. Another method of evaluation of the counseling process is summative evaluation. This
type of evaluation assesses counseling outcomes. This involves interviewing and observing the client
evaluate outcomes of the counseling sessions, validate the emotions felt concerning the change that
was made to happen, and demonstrate the ability to make wise decisions on his or her own.
Stage VI: Termination

The counseling process is terminated after the outcomes are evaluated, and the counselor and
the counselee have mutually agreed that goals have been achieved. It provides a sense of closure for
both the counselee and the counselor. Preparations for termination include promoting the clients’
independence and responsibility, assisting them in identifying their problems, teaching them to plan for
future situations, and helping them set up long-term goals. Possible relapse or the recurrence of similar
problems is discussed during termination so that signs and symptoms are identified and thus avoided.
COUNSELING METHODS
Brief Counseling Approaches

This is popularly known as solution-focused brief counseling (SFBC). Instead of focusing on the
client’s problems, this approach focuses on the solution that works best for the client.
This approach proposes that (1) when clients concentrate on success, it will lead to positive
change; (2) by determining moments or occasions when symptoms do not occur, clients are given the
opportunity to generate solutions; (3) clients must trust that small positive changes can facilitate bigger
changes; (4) all clients have the capacity to solve their problems particularly during the absence of
symptoms; and (5) clients must identify goals that are positive and measurable.
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1. Scaling. Scaling quickly assesses or gauges the client’s progress. It simply presents the client
with a 10-point (or 100-point) continuum where he or she is asked to rate a particular concern.
For example, the counselor will say, “If one (1) means sadness and 10 is happiness, what rating
will you give to how you feel now?”
2. Exceptions. A counselor explores situations or moments when the problem was not occurring.
SFBC comes from the assumption that all concerns have exclusions, which are moments that
can be used to generate possible solutions, sources of strengths, and personal resources. For
example, say we have a counselee who always complains about her conflicts with her husband.
She narrates that they fight every week. Then, in one of the counseling sessions, instead of
complaining about quarreling with her husband, she mentions how her husband helped her take
care of their child. This moment is referred to as an exception. The counselor should elaborate
this by saying, for instance, “Maybe there was something you did differently this week. This is
an exceptional moment”.
3. Miracle Question. This technique shifts from a problem-focused way of dealing with their
difficulties to a solution-focused one. It prompts clients to think of what they really want and what
this entails to do so, or what is needed to do what he or she wants. However, it requires the
clients to detail evidence of the absence of his or her problem, making the goals that the
counselee wants clearer and more detailed. In doing so, the client finds his or her own solutions
to problems. The counselor may ask the questions, “If one night, there was a miracle and this
problem was solved, how would you know? How would that take place? What would be
different?” (de Shazer, 1998). Yet, answers should be focused on themselves, such as what
they did to solve their problems.
Activity 1.4a: Setting in Counseling Identification
49
Directions: Identify the settings described. Write your answer on the space provided before the
number.
________________ 1. Counselors working on this setting focus on the client’s academic and personal
needs.
________________ 2. Preventive activities such as drug awareness, career information, and sex
education are provided in this setting to provide clients with a greater
understanding of certain issues.
________________ 3. Guidance counselors in this setting work in partnership with social workers to
promote the psychological well-being of clients.
________________ 4. Working in this setting allows the guidance counselors to work on a part-time or
full-time basis.
________________ 5. In this setting, counselors work in parishes or churches to provide services to

various groups, such as those with moral or spiritual issues and concerns.
________________ 6. A student having a problem with grades seeks advice from the school’s
guidance counselor.
________________ 7. A well-known counselor in the country conducts free consultation in squatters’

area and gives strategies and services to the people.
________________ 8. A religious person conducts symposium regarding issues on ethics and spiritual
concerns.
________________ 9. Mr. Hugo, a counselor, collaborates with various social workers who give
guidance to those who were affected by the pandemic.
________________ 10. Anabelle is having a drug addiction issue. She wants to overcome this
problem, so she went to a counselor to confess and ask for help to solve her
problem.
Activity 1.4b: The Counseling Needs
Directions: Determine the counseling needs of the following statements. Circle the letter of the correct
answer.
1. The guidance service focuses on providing information and developmental experiences, such as
coping with stress, developing effective study habits, and managing anger.
50
a. counseling c. career assistance

b. orientation and information d. individual inventory service
2. The service is provided to obtain pertinent information from the client.

a. counseling service c. career development and placement
b. orientation and information d. individual inventory service
3. This is usually provided to assess the client’s cognitive aspect, interest, socio-emotional being, or
behavioral tendencies.
a. career development and placement service c. psychological testing
b. research and evaluation d. follow-up service
4. This service is provided to support clients in finding the needed expert assistance regarding their
problem r concern.
a. follow-up service c. research and evaluation
b. referral service d. counseling
5. This service is provided to strengthen the quality of programs and services given to clients.
a. career assistance c. psychological testing
b. counseling d. research and evaluation
ASSESSMENT 1.4
Activity 4.2: I Am a Certified Counselor!
Directions: Envision yourself as a professional and competent counselor. Given the situation below,
describe how you will engage with your client using the different stages in the counseling process.
Situation: Martin sought your counseling because his grades were low, and he was timid. In the
classroom, he could not answer questions because he was too shy to speak out. He presented himself
to you as the school counselor but could not express himself, and he is shy to look you straight in the
eye.
Stage I: Establishing Relationship
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Stage II: Assessment
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Stage III: Treatment Planning
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Stage IV: Intervention
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Stage V: Evaluation
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Stage VI: Termination
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Rubrics:
No Answer Needs Improvement Adequate Quality Exemplary

0 4 6 8 10
Answers are partial or Answers are not Answers are Answers are
incomplete. comprehensive or accurate and comprehensive,
Key points are not completely stated. complete. Key accurate, and
clear. Question not Key points are points are complete. Key ideas
adequately answered. addressed, but not stated and are clearly stated,
well supported. supported. explained, and well
supported.
53
ENRICHMENT 1.4
Story Making
Directions: Think of a problem experienced by a student like you (it may be a relationship or school-
related problem). Compose a story related to the problem, make an exciting title character name, and
choose an interesting. Use your imagination and creativity in narrating your story. Using the Solution
Focused Brief Counseling (SFBC) method, describe how you will deal with the problem.
PROBLEM
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MODULE 2: Social Work
Module Overview
It focuses on the roles and functions of professional counselors and practitioners. In this
module, you will be able to appreciate the significance of the discipline by knowing the roles and
functions of a professional counselor, the competencies of effective counselors, the areas of the
specializations and career opportunities for counselors, and the ethics for professionals counselors.
Module Outline
Lesson 1. The Discipline of Social Work
 Social Work
 Definitions
 Goals
 Scope
 Core Values
 Principles
Lesson 2. Professionals and Practitioners in Social Work

 Roles, functions, and competencies of Social Work
 Areas of specialization where Social Worker’s Work
 Career opportunities of Social Work
 Rights, Responsibilities, Accountabilities and code of ethics
Lesson 3. Clientele and Audiences in Social Work

 Characteristics and needs of various types of clientele and audiences
 Individuals
 Groups and Organizations
 Communities
Lesson 4. Settings, Processes, Methods, and Tools in Counseling

 Settings
 Government
 Private Sector
 Civil Society
56
 Community
Lesson 5. Social Work services, processes, and methods
1. The learners demonstrate an understanding of:

a. disciplines of Social Work;
b. professionals and practitioners in Social Work;
c. clientele and audiences in Social Work; and
d. settings, processes, methods, and tools in Social Work.
57
LESSON 1: The Discipline of Social Work
a. identify the goals and scope of social work;

b. demonstrate comprehension of the principles of social work; and
c. discuss the core values of social work.
DEFINITION OF SOCIAL WORK

The policy, Ethics, and Human Rights Committee of the British Association of Social Workers
(2002) defines 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. Utilizing
theories of human behavior and social systems, social work intervenes at the points where people
interact with their environments. Principles of human rights and social justice are fundamental social
work.”
Goals and Scope
DuBois and Miley (2008) highlight the following goals and scope of social work calling, then
tenets.
 Empower people, individually and collectively, to utilize their own problem-solving and coping
capabilities more effectively.
 Support a proactive position concerning social-economic policy development to prevent
problems for individuals and society from 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 the quality of life.
 Develop cooperative networks within the institutional resources systems to meet health and
human service needs.
 Promote social justice and equality of all people concerning full participation in society.
 Contribute to the development of knowledge for the social work profession through research
and evaluation.
58
 Encourage the exchange of information in those institutional systems in which both problems
and resources opportunities are produced.
 Enhance communication through an appreciation of diversity and ethnically sensitive, non-exist
social work practice.
 Employ educational strategies for the prevention and resolution of problems.
 Embrace a world view of human issues and solutions to problems.
The goal and scope of social work, as laid down here are noble and broad. Social work helps an
individual be included in society and to transform the very society that creates structures that
marginalize individuals from full participation in the enjoyment of social services and resources, which
makes the community a better place for everyone.
Principles of Social Work
The policy, Ethics, and Human Rights Committee of the British Association of Social Workers
(2012) has the following principles that apply in general to other professionals in the social work
profession.
Principles Relative to Respect for Human Rights
1. Upholding and promoting human dignity and well-being. Social workers should respect, uphold, and
defend each person’s physical, psychological, emotional, and spiritual integrity and well-being. They
should work toward promoting the best interest of individuals and groups in society and the
avoidance of harm.
2. Respecting the right to self-determination. Social workers should respect, promote, and support
people’s dignity and right to make their own choices and decisions, irrespective of their values and
life choices, provided that this does not threaten the rights, safety, and legitimate interests.
3. Promoting the right to participation. Social workers should promote the full involvement and
participation of people using their services in ways that enable them to be empowered in all aspects
of decisions and actions affecting their lives.
4. Creating each person as a whole. Social workers should be concerned with the whole person,
within the family, community, societal, and natural environments, and should seek to recognize all
aspects of a person’s life.
5. Identifying and developing strengths. Social workers should focus on the strengths of all individuals,
groups, and communities, and thus promote their empowerment.
Principles Relative to Social Justice

59
1. Challenge discrimination. Social workers have a responsibility to challenge discrimination based on

characteristics such as ability, age, culture, gender or sex, marital status, socio-economic status,
political opinions, skin color, racial or other physical characteristics, sexual orientation, or spiritual
beliefs.
2. Recognizing diversity. Social workers should recognize and respect the diversity of the societies in
which they practice, taking into account individual, family group, and community differences.
3. Distributing resources. Social workers should ensure that resources at their disposal are distributed
fairly, according to need.
4. Challenging unjust policies and practices. Social workers have to bring to the attention of their
employers, policymakers, politicians, and the general public the situations where resources are
inadequate or where the distribution of resources, policies, and practices are oppressing, unfair,
harmful, or illegal.
5. Working in solidarity. Social workers, individually, collectively, and with others, have to challenge
social conditions that contribute to social exclusion, stigmatization or subjugation, and work toward
an inclusive society.
Principles Relative to Professional Integrity
1. Upholding the values and reputation of the profession. Social workers should act at all times
following the values and principles of the profession and ensure that their behavior does not bring
the profession into disrepute.
2. Being trustworthy. Social workers should work in a way that is honest, reliable, and open, clearly
explaining their roles, interventions, and decisions, and not seeking to deceive or manipulate people
who use their services, their colleagues, or employers.
3. Maintaining professional boundaries. Social workers should establish appropriate boundaries in
their relationships with service users and colleagues, and not abuse their position for personal
benefit, financial gain, or sexual exploitation.
4. Making considered professional judgments. Social workers should make judgments based on
balanced and considered reasoning, maintaining awareness of the impact of their own values,
prejudices, and conflicts of interest on their practice and on other people.
5. Being professionally accountable. Social workers should be prepared to account for and justify their
judgments and actions to people who use services to employers and the general public.
Core Values of Social Work

60
The core values of social works serve to provide consistency in the fulfillment of social welfare
delivery and the general promotion of well-being and quality of life of all peoples. However, special
attention or priority is given to those who suffer some forms of exclusions from receiving social
services. Therefore, the core values in the pursuit of social work include compassion, service, social
justice, dignity and worth of the person, the importance of human relationships, integrity, and
competence (Dub Bois & Miley, 2008; Segal, Gerdes, & Steiner, 2005).
Compassion can be considered as an important value for all humankind, but in social work, it
occupies a special impetus to the functioning of the profession. It is the basis for someone to go out
and become a voice to the voiceless and a friend to the people who need it most.
Service, as a value, directs social workers to go beyond purely performing a service for pay and
allow them to be generous with their time. Their work resides in charity and professional service.
Without a special interest in pure service, much of the social worker could not be properly
accomplished.
Social justice, as a value for social workers, is a basis of their understanding of the need to
ensure that everyone gets serviced and that everyone gets a share of what the community possesses
in material and non-material assets.
Dignity and worth of the person is a value that provides the determination and drive for social
workers to seek the marginalized in all forms without much regard as to whether such a problem is self-
inflicted or socially imposed. At the heart of social work is the belief that all humans have dignity and
worth regardless of their acts and status in life.
The importance of human relationships, as a value, makes it possible for social workers to do
their job as most human situations they seek to address require collaborating with so many other
professionals and individuals with a stake in the issue. It is about relationships. After all, it is in the
context of a relationship where people find themselves broken and marginalized. A relationship is the
context of social marginalization and inclusion.
Integrity is necessary for all human endeavors. In social work, nothing can be accomplished
without integrity. A social worker will have difficulties to be accepted by the people to receive services.
By those, he/she needs to collaborate with to facilitate problem-solving and empowerment of an
individual or a group.
61
Competence is a very important value for social work because it separates social caregiving
from social work professional practice. Through special training, a social worker becomes separated
from all common sense, culture, and religious-based care.
62
Example: Activity 2.1 a: Triangular Activity
Example:
Directions: Identify each goal and scope of
Social Work. Provide an example and support
it with an explanation.
Goals and
Scope of
Counseling
Explanation Explanation:
:
Example: Explanation:
63
Example:
Goals and
Scope of
Counseling
:
64
Example:
Goals and
Scope of
Counseling
:
65
Exampl Activity 2.1 a: Triangular Activity
Exampl
e: e:
Social Work. Provide an example and
support it with an explanation.
Goals
and
Scope of
Counseli
ng
Explanati Explanati
on: on:
Exampl Explanation:
e:
66
i-Link College of Science and Technology, Inc Discipline and Ideas in the Applied Social Sciences
ASSESSMENT 2.1
Directions: Based on your understanding, provide a detailed, comprehensive explanation of each

principle of Social Work and how the principles helped humanity.
Principles to Respect for Human Rights.
1. Upholding and promoting human dignity and well-being.

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2. Respecting the right to self-determination.
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3. Promoting the right to participation.

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4. Creating each person as a whole.

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5. Identifying and developing strengths.

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Principle relative to Social Justice
1. Challenging discrimination.
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2. Recognizing diversity.
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3. Distributing Resources.
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4. Challenging unjust policies and practices.

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5. Working in Solidarity.
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Principles Relative to Professional Integrity.
1. Upholding the values and reputation of the profession.

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2. Being trustworthy.
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3. Maintaining professional boundaries.

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4. Making considered professional judgement.

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5. Being professionally accountable.

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ENRICHMENT 2.1
Directions: Discuss each of the following core values in terms of how they influence a professional
social worker.
Activity 2.1.a
1. Compassion
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____________________________________________________________________________
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2. Service
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3. Social Justice
____________________________________________________________________________
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_____________________________________________
4. Dignity and worth of a person

____________________________________________________________________________
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_____________________________________________
5. Importance of human relationship

____________________________________________________________________________
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____________________________________________________________________________
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____________________________________________________________________________
_____________________________________________
Activity 2.1.b
Directions:
Choose two (2) from the list of core values of a professional social worker. Come up with a scenario
and develop a script for each core value. One (1) scenario should show how a social worker can exhibit
the core value, and another scenario should show the lack or absence of that core value.
Answers sheet:
1.________________________________________________________________________________
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2.
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__________________________________________________________________________________
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____________________________________________________________
LESSON 2: Professionals and Practitioners in Social Work
a. show an understanding of the roles and functions of a social worker;
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b. identify specific work areas in which social workers work;

c. identify career opportunities for social workers;
d. value rights, responsibilities, and accountabilities; and
DEFINING THE ROLES, FUNCTIONS, AND COMPETENCIES OF SOCIAL WORK
The social work professionals and practitioners are aware that their profession is based on the
principles of human rights and social justice that serve to empower individuals, groups, and
communities to develop their full potential and well-being. The focus of intervention in social work is the
relationship between the individual and their immediate and broader social environment. Particular
emphasis is placed on meeting the needs of vulnerable and marginalized individuals and groups
(Social Workers Registration Board, 2004).
Roles of Social Work

These provide direction for professional activities and are best situated in the context of the
client system (Dubois & Miley 2008). The roles are generally interwoven with functions, but DuBois and
Miley (2008) have provided elements that can be distinctively viewed as roles rather than functions.
For individuals and families, their roles are that of an enabler helping people find solutions. They
are brokers or advocates in case management, and they are teachers in terms of information
processing. For formal groups and organizations, their role is that of a facilitator in aid of organizational
development. They are conveners or mediators in aid of creating networks, and they are trainers for
professional development. For community and society, their role is that of a planner facilitating research
and planning. They are activists in aid of social action, and they conduct outreach in aid of community
education. Within the social work profession, their role is that of a colleague and a monitor in aid of
professional enculturation and socialization. They are catalysts for community service, and they are
researcher-scholars in aid of knowledge development and capacity building. Today, the roles of social
workers are grouped into three, which are case management, direct practice, and advocacy and policy
building (Segal, Gerdes, & Steiner, 2005).
Functions of Social Work
These speak of main activities professionally performed by social workers. DuBois and Miley
(2008) include, among others:
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 counsel with individuals, facilitate groups, work with families, refine agency procedures, initiate
new programs, lobby for legislative changes, organize community action, educate the public,
conduct needs assessments, and evaluate practice and programs at various system levels and
targets of change or social transformation;
 enhance the social functioning of individuals, families, groups, organizations, and communities;
 link the client’s systems with needed resources;
 improve the operations of the social service delivery network; and
 promote social justice through the development of social policy.
DuBois and Miley (2008) provide a typology to these by grouping them into consultancy,
resource management, and education. Consultancy refers to the professional activities through which
social workers and their clients' plan, initiate, and pursue actions toward desired change. Resource
management refers to the act of coordinating, systemizing, and integrating resources and services
needed to support social functioning, meeting needs, and resolving problems. Education refers to the
provision of knowledge and critical information necessary for empowerment practice that facilitates
informed decision-making, increased abilities, and gain access to opportunities and resources for a
client.
Competencies of Social Work

These cover all necessary skills and personality qualities needed by profession to perform their
various roles and skills. Foundationally, social work requires the following abilities and skills (DuBois &
Miley, 2008).
 think critically;
 build and sustain relationships;
 execute empowering processes;
 use practical methods;
 analyze policies;
 communicate effectively;
 strong cultural and intercultural competence;
 good computer literacy;
 conduct research;
 do social planning;
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 perform crisis intervention; and

 sound time management.
On the other hand, Segal, Gerdes, and Steinger (2005) suggest a host of functional
competencies that social workers should be capable of, such as:
 handle case management with various clients and population groups;
 perform direct practice depending on the needs of the client and the environment in
which the social worker operates;
 conduct mediations among part especially where one party is socially disadvantaged;
 make referrals to appropriate agencies and service sectors needed by the client;
 in gerontological context, perform program planning and administration in numerous
settings;
Gerontology is the study of the social, cultural, psychological, cognitive and biological aspect of
ageing.
 in a mental health setting, function as case managers, advocates, administrators,

therapists and to use research as a basis for problem-solving and choice of intervention
in empirically-based practice;
 in the school system, analyze the transactions between students, teacher, parents, and
the school system;
 in the judicial system, make the system fairer and beneficial to both convicted criminals
and their victims; and
 pursue social change on behalf of vulnerable and oppressed individuals, eliminating
economic inequality and poverty.
Areas of Specialization
Professional social work requires full professional training with a college degree and, in some
cases, requires a person to have a master’s or doctor’s degree in social work. Social work
specialization covers five major fields (Hartman, 2015):
1. Family and children's welfare. This includes services to families in situations that seriously
disrupt family life such as physical or mental illness, unemployment, divorce, in aid if improving
the client’s family life. Child welfare programs or services include adoption, daycare, foster, or
emotionally abused children and their families.
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2. Health. Social workers help patients and their families in clinics, hospitals, and other health-care
facilities. They provide physicians with information about the social and economic background of
patients; help patients and their families deal with the impact of illness and death and counsel
patients who have been discharged to help them return to everyday life; provide counseling in
maternal and child care; and extend care for dying patients and victims of certain diseases like
HIV or cancer.
3. Mental health. Social workers provide aid to people suffering from mental and emotional stress
and many other services similar to the ones offered by medical social workers. Many have
training in psychotherapy, the treatment of mental or emotional disorders using psychological
methods.
4. Corrections. Social workers in corrections are involved with programs concerned with the
prevention of crime and the rehabilitation of criminals and provide counsel to people who are on
probation or parole.
5. Schools. Social work in school is part of the program on all levels, from preschool through
college. It includes services to students in special schools for individuals with emotional
disturbances or physical disabilities. Social workers in schools provide vocational counseling,
school adjustment counseling, and help with behavioral management and personal problems.
They also assist students who have learning difficulties and help them work to their potential.
Career Opportunities for Social Work

Social work careers span a wide variety of job opportunities in both public and private practice.
Social workers can directly work with people they serve, and it is common for them to volunteer their
services. Hartman (2015) identifies several career opportunities that include works as administrators,
supervisors, planners, researchers, or teachers. They are in various contexts, such as child welfare
administration and elderly care services. They also help in obtaining financial assistance and medical
care for the elderly and other services that will enable them to live as independently as possible. They
can work in clinics, and community treatment centers to provide counseling to alcoholics and drug
abusers. They can also work in public housing projects to help people find dwellings for families made
homeless by urban crises, and in corporations and labor unions to provide a variety of work-related
services including health counseling and retirement planning. They can work as social planning
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practitioners. Moreover, they can do fieldwork involving organizing and developing programs that
deliver social service, and they can work as researchers on social service issues.
DuBois and Miley (2008) took a wider survey of areas of opportunities and traced a trend in
recent years that indicated a steady increase in the areas of home health aging services, mental health,
criminal justice, rehabilitation, and school-linked services. Elsewhere, they found areas that include
forensic social work, corporate-based employee assistance, international practice, and political social
work. Also, neighborhood-based, multidisciplinary service centers serve as ‘one-stop-shop’ ease
access to a constellation of services including public assistance, employment services, literacy
programs, family-centered services, juvenile court services, and health care.
The number of social work professionals in the Philippines is much smaller. Still, they are
present in a variety of settings, including hospitals, retirement homes, mental health clinics, schools,
non-profit agencies, and government offices.
RIGHTS, RESPONSIBILITIES, AND ACCOUNTABILITIES OF SOCIAL WORK
By definition, social work is jointly presented by the International Federation of Social Workers
(IFSW) and the International Association of School of Social Work (IASSW).
The social work profession facilitates social change and development, social cohesion, and the
empowerment and liberation of people. Principles of social justice, human rights, collective
responsibility, and respect for diversities are central to social work. Underpinned by theories of social
work, social sciences, humanities, and indigenous knowledge, social work engages people and
structures to address life challenges and enhance well-being (March 2013).
The rights of social work are partially outlined. Social work’s foremost rights include the right to
fulfill its professional mandates and to live by its values. Its responsibilities cover those that pertain to
the dispensation of its basic functions, roles, professional standards, and adherence to its local and
international codes of ethics. Social work is accountable to the clients, the general public, and society.
Responsibilities of social workers working within their field of specialization are to help children,
assist those life-threatening problems, or aid people in overcoming addictions. It is the responsibility of
the social worker to protect and uphold respect for the inherent worth and dignity of all people, as
expressed in the United Nations Universal Declaration of Human Rights (1948) and other related UN
declaration on rights and the conventions derived from those declarations. Social workers have a
responsibility to promote social justice concerning the people with whom they work. Social workers
have a responsibility to apply the professional values and principles set out above to their practice.
They should act with integrity and treat people with compassion, empathy, and care.
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The accountability of the social worker is to the clients, colleagues, employers, professional
associations, and the law. Social workers are accountable for their actions to the values and principles
of the profession, which require them to act in a reliable, honest, and trustworthy manner. They are
answerable to their clients based on rules made by professional bodies like registered social workers
(RSW), certified social workers (CSW), licensed social workers (LSW), licensed clinical social workers
(LCSW) and licensed independent social workers (LISW) organization, and the laws promulgated and
enforced by appropriate government agencies.
Activity 2.2. a
Directions: Explain the important roles, functions, and competencies of social work and provide at least
two (2) examples.
1. Roles of Social Work
2. Functions of Social Work
3. Competencies of Social Work
1.________________________________________________________________________________
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2.________________________________________________________________________________
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__________________________________________________________________________________
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3.________________________________________________________________________________
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_________________________________________________________________________________.
B. Directions: Identify the specific areas of specialization of social work. Write your answers on the
spaces provided below.
Areas of specialization of social work
1.
2.
3.
4.
5.
C. Directions: Identify the career opportunities for social work by listing your answers below.
Career opportunities for social work

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1.
2.
3.
4.
5.
ASSESSMENT 2.2
Directions: Give at least one important example of the rights, responsibilities, and accountabilities of
social work and explain them.
Rights, responsibilities and accountabilities of a social work
1.________________________________________________________________________________
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2.________________________________________________________________________________
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__________________________________________________________________________________
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3.________________________________________________________________________________
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ENRICHMENT 2.2
Directions: Provide answers to the following items.
1. In three sentences, give the difference between the roles and functions of social workers.
____________________________________________________________________________
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2. Discuss how and why compassion and listening skills are important competencies of social
work.
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____________________________________________________________________________
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____________________________________________________________________________
3. Briefly describe the following areas of specialization of a social worker.
a. Child, Family and School

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b. Mental health and substance abuse

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c. Medical and public health

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LESSON 3: The Clientele and Audiences of Social work
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1. Describe the clientele and audience of social work; and

2. Distinguish the needs of individuals, groups or organizations, and communities.
Characteristics of clientele and Audiences of Social work
All people with various social concerns (in terms of being marginalized or experiencing social
injustice or having their rights violated or disrespected) share qualities of the clientele and audience of
social work. Individuals, families, groups, and communities experiencing being left out or having some
personal social problems like loss of a job, getting sick especially becoming terminally ill, all those
deserve social welfare benefits, and so on. It is not just about being old and retired, being employed
and having concerns in that place of work, being in a health-care facility, home for elderly, home for
street children, drug rehabilitation center, mental health facility, or having conditions that would warrant
one to be in such facilities. Being a minority, a migrant, a divorced woman neglected child, sexually
physically, or mentally abused child, suffering discrimination of any kind of characterizes one as a
clientele and audience of social work.
Needs of Various types of Clientele and Audiences of Social Work
The needs are generally that of wanting to be empowered, to be socially included by way of
ensuring that one receives what is legally due him/her and that one receives that necessary care
he/she deserves. Some people need their rights respected, some need justice, and others need social
welfare help to put them their feet. Each context of social work discussed in this book reflects a unique
type of clientele and audience. However, commodities do exist.
The individual as a client of social work

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We have pointed out that social work can happen on one, two, three, or four levels. The
individual level is generally working on an individual who has to be assisted in fitting in a larger
environment or someone who has been deprived space by the larger environment calling for a change
in every environment or simply improving one’s ability to cope with it.
The Group and Organization as a client of Social Work
Groups are people existing with a similar or common identity. Gay men and lesbian, migrants,
women, abused or neglected children, elderly, pensioners, veterans, military servicemen and women,
people conflict with the law, unemployed, people with substance abuse and addiction represents
groups that social work may focus its services on. There are also groups, such as members of an
organization or place of employment, or pupils and students in a school setup.
The Community as Client of Social Work
The community has the largest share in the clientele and audience of social work because
individuals and families are essential members of the community. Everything happens in the
community, and everyone claims membership in the community. A community may exist as a
marginalized sector, and in which case, the social work services may gear towards their emancipation
and empowerment. In some cases, may they constitute the majority imposing general norms that seeks
the marginalize minorities and those different from them. In this case, social work may focus in
community transformation to cause environmental change so as to make it possible for individuals and
groups on the minority to achieve social well-being or social justice and respect for their rights.
Activity 2.3
Directions: There are three types of clientele and audiences of social work. In three sentences,
differentiate them based on their needs.
Individual Groups and Organization Community
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ASSESSMENT 2.3
A. Directions: In the table below, enumerate at least five types of clientele and audience of social
work and briefly discuss their characteristics—an example provided for you to follow.
Clientele Characteristics
Example: (Street children) - Homeless, no family orientation, drug users, and commonly
victims of child trafficking.
1.
2.
3.
4.
5.
B. List down specific needs of the types of clientele you mentioned above
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Clientele Needs
(Ex. Street Children) - Home for street children, Basic values Orientation
and drug rehabilitation center.
6.
7.
8.
9.
10.
C. Answer the following items briefly.
1. Describe the individual as client of social work, give three instances when an individual would benefit
from social work.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________
2. Describe the group and organization as client of social work. Give three instances when a group or
an organization would benefit from social work.
__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________________
3. Describe the community as client of social work. Give three instances when a group or an
organization would benefit from social work.
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__________________________________________________________________________________
______________________________________________
D. Self-reflection
Directions: Reflect on the following item:
1. Cite one example of clientele and explain how social work helped him/her to solve their problem?
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_____________________________________________________________________________.
ENRICHMENT 2.3
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Supply the items below with the needed information.
A. Name your client/s and cite an example of an individual or a group or a community that needs the
services of a social worker.
Name of your client/s:
Individual () Group () Community ()
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
B. Describe the particular situation
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__________________________________________________________________________________
C. Why do you think a social worker is needed?
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__________________________________________________________________________________
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__________________________________________________________________________________
D. If you are a social worker what do you think the best solution that could address the problem of
client/s based on the problem described (Set B).
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________.
LESSON 4: Settings, Processes, Methods, and Tools of Social Work

The Social Work Services, Processes, and Methods
a. identify the settings in which social workers are needed; and
b. illustrate the different processes and methods involved in undertaking social work
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THE SETTINGS, PROCESSES, METHODS, AND TOOLS OF SOCIAL WORK
Government Setting
The government setting offers the widest space for a variety of social work services. Social work
is present almost everywhere, from social policy formulation and analysis, advocacy, and
implementation to enhance the well-being of societal members to providing social services through
appropriate government departments and agencies. The government, as an employer, needs
occupational social workers. As the manager of several agencies as well as mental and health
institutions and systems, an implementer of social welfare programs, a provider of pensions, and its
capacity as enforcer and manager of justice and correctional system and institutions, the government
needs social workers. In the United States, social workers are considered key employees in federal,
state, and local government agencies. They may work on-site at a government agency, at a non-
government agency whose client base is generated from their relationship with a government agency,
or in a contracting relationship as independent consultants. According to the National Association of
Social Workers (2011),the range of government settings in which social workers practice include :
 Agencies serving children and families, such as foster care agencies;

 Health-care settings, including community-based clinics and hospitals;
 Schools;
 Federal, state, or local correctional facilities;
 Settings that serve older adults, such as nursing homes; and
 Agencies serving military veterans and active duty military personnel.
The National Association of Social Worker (NASW) (2011) reported that at a single point in time,
there are over 8,000 social work positions in the federal government, which include: Social Security
Administration (SSA); Veterans Administration (VA); Department of Defense (DOD) as civilian social
workers assigned to military components (Army, Navy, Air Force, and Marines) and in other DOD
facilities; Department of Justice (DOJ) as direct service workers in areas such as community-based
offender re-entry programs and federal parole and probation agencies and also serve as a policy
analyst for DOJ; Health and Human Services (HHS) in service areas that include community health,
HIV/AIDS, mental health, and substance abuse.
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In all these agencies and programs, social workers perform a variety of professional tasks and
functions for the government agencies, ranging from clinical practice to program,
management/administration (National Association of Social workers 2011). Functions vary from agency
to agency but essentially include case management, individual and group therapy, psychosocial
assessments, treatment and discharge planning, substance use counseling and treatment, and
administration. They are integrated into federal programs that address health care, behavioral health,
criminal justice, social services, and child welfare issues. They also play a significant role in formulating
policies and developing program standards and guidance for federal programs. For those who practice
in a government agency, they are usually integrated into a broader continuum of services along with
other disciplines such as physicians, nurses, and substance abuse counselors.
In the Philippines, a number of social work services are undertaken by the Department of Social
Welfare and Development (DSWD). For its mandate:
The Department of Social Welfare and Development (DSWD) provides

assistance to other national government agencies (NGAs), local government units
(LGUs), non-government organizations (NGOs), people’s organizations (POs), and
members of civil society in the implementation of programs, projects, and services that
will alleviate poverty and empower disadvantaged individuals, families, and
communities to improve their quality of life. It implements statutory and specialized
social welfare programs and projects.
In the Philippines, a professional social worker tends to be associated with the welfare field.
This has to do with its inception where social work is used to implement government initiatives to
provide public welfare assistance to economically deprived individuals, families, and groups. This type
of social work often focused on determining whether a person is poor enough to deserve public
assistance. To date, DSWD does a lot of work, mostly in the areas of women and child welfare. In child
welfare, social workers provide services to children who are abused and neglected by their parents and
those from lower-income families who cannot afford who adequately care for them. Child welfare social
workers normally do case management, that is, meeting regularly with the child and his/her family to
95
assess conditions in the home and report on the care that the child is receiving. When a child is in
danger, appropriate measures are taken.
However, there are many other areas in which professional social workers play a vital role, such
as in the implementation and monitoring of social welfare and social development projects under the
DSWD or those devolved to the local government (LGUs) such as the National Household Targeting
System for Poverty Reduction (NHTS-PR), Pantawid Pamilyang Pilipino Program (4Ps), and Kapit
Bisig Laban sa Kahirapan-Comprehensive and Integrated Delivery of Social Services KALAHI-CIDSS).
Particularly, professional social workers provide research-based evidence regarding the effectiveness
of certain initiatives and socio-economic measures that are designed to alleviate, reduce, or eradicate
poverty in the country.
Private Sectors Setting
In the private sector, particularly corporate setting, occupational social work is practiced. The
type of social work typically has five structures within which it generates interventions: employee
assistance programs, labor union social services, human resource management offices, community
relations offices, and organizational development initiatives (Segal, Gerdes, & Steiner, 2005).
Civil Society Setting
The civil society sector sees itself as a champion of the people with regard to ensuring
accountability in the government services; hence, social workers in civil society tend to work for
advocates of human rights and social justice. Their work ensures the delivery to concerned sectors of
universal basic needs that may range from physical needs, intellectual development, emotional
development, social growth, and spiritual growth. In some cases, civil society work fosters the delivery
of motivational needs, such as physiological necessities, security, belongingness, esteem needs, and
self-actualization, as advocated by Abraham Maslow’s (1970) hierarchy of needs. Others align their
commitments to personal development needs as identified and articulated by Charlotte Towle (1957),
that is, biological, psychological, interpersonal, social, and cultural. Civil society is generally organized
by the social sector, representing any marginalized individuals and groups. Some work with and for
street children and other children who are in danger. Some organizations are committed to women or
environmental issues. Some work for migration and migrants while some work with groups like gays
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and lesbians, cancer patients, the elderly, and workers. Each of these areas of civil society concerns
provides a unique setting that may call for distinct social work specializations and general practice.
School Setting
The schools are a social service, and within it lies similar situations that arise elsewhere:
violation of human rights, injustice, violence, sexual harassment, discrimination, and so on. Internally,
social work embedded structures see to it that where violations occur, social workers can respond
appropriately. Externally, the school does also works with communities in its extension services and
community service where students and teachers work with communities to deliver voluntary services.
Here, the social workers can facilitate school entry into the community, understanding the community,
engagement with the community, selecting and implementing correctly social development intervention,
and exit strategically.
A school social worker is a bind between the school and students’ families, sustainer of effective
communication among parents, teachers, and students, and essentially bridging the children’s personal
lives and education to ensure that students’ needs are being met. In some cases, the responsibilities
crisscross with the functions of guidance counselors when qualified social workers take care of the
special needs of children to facilitate their integration into mainstream classes. In the same sense,
some social workers assume responsibility for other related school issues like formulation and
implementation of behavioral intervention programs, truancy prevention programs, sexual education
programs, health education programs, crisis intervention, and disaster prevention and management
programs.
Community Setting
A community consist and represents all kinds of social work services. It is the locus of social
work challenges. It is in the community where the human rights of individuals and groups are denied or
violated; it is in the community where injustices are made and committed; it is in the community where
marginalization for individuals and groups occur. Racism, sexism, homophobia (fear of lesbians and
gay men), classism, ableism (discrimination pf people with disability), ageism (discrimination based on
age), anti-Semitism (oppression of Jews), and islamophobia (fear of follower of Islam) exist in the
community caused generally by the presence of mainstream or dominant groups who tend to enjoy
certain privileges which are built in their lives (Segal, Gerdes, & Steiner, 2005).
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The majority of government and non-government institutions designed to deliver social services
and other services with social work component are embedded in the community. Social work in
community settings is essentially defined by social policy and realities. Therefore, community setting
primarily calls for generalist social work practitioners who possess a broad range of training and employ
their skills to guide and coordinate services for the clientele. Johnson and Yanca (n.d., as cited in
Segal, Gerdes, & Steiner, 2005) describe generalist social work practice as an approach that ’requires
the social worker to assess the situation with the client and decide which system are the appropriate
units of attention of focus of work for the change effort. As the units of attention may include an
individual, a family, a small group, an agency or organization, a community, or the transactions among
these, the generalist approach or organization, a community, or the transactions among these, the
generalist approach emphasizes knowledge that can be applied to a variety of systems.
The community setting orients social work to a generalist framework that divides work into
micro-practice and macro-practice. Whereas micro-practice social workers target their service at
helping individuals, families, and small groups to functions better in a larger environment, macro-
practice social workers focus on changing the larger environment in ways that benefit individuals,
families, and groups (Segal, Gerdes, & Steiner, 2005)
In general, community setting social work interventions include a wide array of approaches with
different theories and emphasis that social workers have to comfortably employ on two or three levels:
individuals and families, groups, and communities.
THE SOCIAL WORK SERVICES, PROCESSES, AND METHODS
DuBois and Miley (2008) argue that the purpose of social work services, processes, and
methods is wide. Primarily, they enhance the social functioning of individuals, families, groups,
organizations, and communities. They also serve to link the service recipient systems with the needed
resources. They likewise seek to improve the operation of social service delivery networks and
systems. They strive to promote respect for human rights and social justice through the development of
social policy and legislation. To attain success in these endeavors, social work sets goals that include
enhancement of people’s capacities to resolve problems, cope, and function effectively, create
connections between the social work service users and the needed resources, prove mechanism for
accountability in the effective and efficient delivery of social services, and advocate social policy
through a public awareness campaign and political lobbying.
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Conducting Needs Assessment for Individuals, Groups, Organizations, and Communities
Social work services are not launched without careful and proper planning. The anticipation of
needs and the scale, as well as allocating necessary resources is part or guarantying effective and
efficient delivery of social work services. Needs assessments for individuals, groups, organizations, and
communities are steps taken to identify the actual needs systematically. This is done through
interviews, observation, and surveys that are done in a setting. The results of the analysis of the
collected information become the basis for planning, identifying the kinds of social work needed, the
process, methods, and tools needed to deliver efficient and effective services. Where there is heavy
drug addiction and substance abuse, the social work practice may decide to focus on rehabilitation,
care, and prevention that are supported by a social policy of any form. This ends in the planning phase.
The phases that come next would be the implementation and post-implementation phases.
Monitoring and Evaluating Social Work Effectively
When social work intervention is planned, implementation is accompanied by detailed process

documentation to be able to explain what is happening on both sides, the social work, and on the
recipients of services. Hence, this is called monitoring. After a certain period of implementation, or after
accumulating a number of services recipients, or at the very end of the intervention program, a more
comprehensive examination of the impacts and influence of the services on the recipients is done to
determine the efficacy and effectivity of the program and services and to make an informed decision of
what to do next about the program. It can be phased out, or the need to expand it may be found
necessary. This is the meaning and intent of the evaluation of social work services.
Activity 2.4a:
Directions: Illustrate in a simple diagram or flow chart of the different processes and methods involved
in undertaking social work and include a brief description of it. Use the space below for your diagram.
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Activity 2.4b:
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Directions: Using the OUTER circles, identify the settings in which social workers are found and what
are the unique needs that are recognized and addressed in each setting. Then, in the CENTER circle,
describe the needs that are commonly recognized and addressed among the different settings of social
work.
Assessment 2.4
Common Needs
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General Directions:
Supply what is being asked in the following items. Write your answers in the space provided
after each number.
A. List three government settings and specific situations where social workers practice.
1. ____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
2. ____________________________________________________________________________
____________________________________________________________________________
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____________________________________________________________________________
3. ____________________________________________________________________________
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____________________________________________________________________________
B. Provide two settings in the private sector, where social work is needed. Why?
1. ____________________________________________________________________________
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2. ____________________________________________________________________________
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____________________________________________________________________________
C. Name three ways of performing needs assessment in social work.

1. ________________________________________________________________
2. ________________________________________________________________
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3. ________________________________________________________________
D. What is the main objective of evaluating at the end of a social work endeavor?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___________________________________________________________
E. Discuss the method of carrying out each process to ensure effectiveness in social work.
Process Method
Needs assessment
Intervention
Implementation
Monitoring
Evaluation
Enrichment 2.4
If you are a social worker, what setting would you choose? Why did you choose it? Describe the
processes, methods, and tools you expect to utilize in your chosen setting.
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MODULE 3: COMMUNICATION
Module Overview
Module 3 introduces you to different kinds of clientele and audience in counseling. You will learn
the needs and appropriate interventions when attending to various kinds of clientele: an individual, a
group, a community, or a certain organization. You will also learn how to respond to the various
interests and needs of a wide audience, whether it may be a present concern or a future undertaking.
Communication is an inherent and intrinsic human attribute that allows you to connect and
relate with another person. For you to relate well, you strive to be as accurate and effective in the way
you communicate. You aspire to be better in expressing your thoughts to elicit the responses you
desire. You likewise guarantee that communication transactions are smooth sailing and that you can
resolve the varying meanings that exchanged between you and the person you are communicating
with.
In this module, you will be more acquainted with more extensive knowledge of communication
as a discipline, a process, and a phenomenon. As you come to understand the concept of
communication and its goals and levels, you will also find that it has great potential as a field of
specialization because of its prospects and promises.
There are portions in this unit that discuss topics about the audience and the public in
communication. This is essential because recognizing the communicative needs of your client likewise
makes you conscious of how to communicate properly. You will also learn about the settings and
processes in communication to orient you with which contexts are these applied in. Consequently,
knowing the context will also aid you in exploring viable communication channels to get your messages
across.
Module Outline:
Lesson 1: The Discipline of Communication
Lesson 2: The Professionals and Practitioners in the Discipline of Communication
Lesson 3: Clientele and Audiences in Communication
Lesson 4: Settings, Processes, Methods, and Tools in Communication
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Module Outcomes: At the end of the module students are expected to comprehend the concepts of
the following:
a. disciplines of communication;
b. professionals and practitioners in communication;
c. clientele and audiences in communication; and
d. settings, processes, methods, and tools in communication.
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LESSON 1: The Discipline of Communication
d. identify the goals and scope of communication;
e. demonstrate comprehension of the principles of communication; and
f. describe the elements and levels of the communication process
The Discipline of Communication deals with how humans use verbal and non-verbal messages
to create meaning in various contexts. This can be from one person to another, from person to group, in
a government setting, private sector setting, civil society setting, school setting, community setting to
mass audiences across cultures using a variety of channels and media. This discipline is also
interested in the impact that communication has on human behavior.
Definitions of Communication
The processes that bond humans together are founded on communication. It is by
communication that one opens up to another and receives confirmation of some kind. Communication,
in this sense, is essentially transactional, giving and receiving content, which may take a wide variety of
forms. What we communicate is meaning, but communication simultaneously involves the construction
of meaning. It constitutes both the construction of meaning and the exchange of meaning. Unlike other
forms of exchange, communication accounts for so many other elements, which we make a study of
communication a fascinating. Task. The context, the culture, the relationship, the society, the message,
and the medium all form part of the communication process. Communication involves acting on
information, responding to a stimulus, a creative act, making sense of the world, assigning meaning to
experience and feelings, and can also be intentional as well as unintentional.
Alberts, Nakayama, and Martin (2007) define communication as a “transactional process in
which people generate meaning through the exchange of verbal messages in specific contexts,
influenced by individual and societal forces and embedded in the culture.” Culture here is considered as
the provider of patterns of perceptions, values, and behavior that the group transmits and makes a
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shared heritage. Context tends to be culturally defined so much that the individual is made to discern
from the given options available to society; hence, culture provides the strongest fabric to societal
forces. Therefore, the role of culture cannot be underestimated, “culture affects all or almost all
communication interaction” (Alberts, Nakayama, & Martin, 2007).
The human communication factors include the important role of individual and societal forces,
contexts, and culture that shape and give coherence to the communication process. It is possible and
very common to analyze the communication process on the technical level, the semantic level, and the
pragmatic level. On the technical level, we can understand the message by ascertaining the extent to
which information or message is clear or not clearly transmitted. On the semantic level, we can
understand the unity of communication by clarifying the extent to which the intended meaning of the
information or message being transmitted is understood or misunderstood by the receiver due to all
forms of noise. On the practical level, we can understand a unit of communication by gauging the kind
and extent of the actual impact, effect, or outcome or result of the communication process, including the
related field of experience and the sender-receiver dynamics.
Communication, as a transaction, going by the above definition, requires a more comprehensive
consideration for the specific context, the individual, and social forces, and the culture itself as a
semantic unit.
Simply put, when two or more persons interact, communication structure is created, and a
system of relationships is formed within a cultural context, that is what communication is and does.
CONTEXT AND THE BASIC CONCEPTS OF COMMUNICATION

Context is among the most essential aspects in human communication, and by and large,
listeners base their interpretation of expressions of language and actions on their prior knowledge and
wide range of contextual information. It is the context that gives meaning to the communication
process. Even if we understand words in a language, it is difficult to appreciate meaning unless it is
contextualized fully. The context can be email, television, with a friend, with family, a political campaign
or a protest rally, a celebration, or a religious or social event.
Many communication scholars and experts affirm that it is the context of what is done or said
that context. Joking with a friend is considered normal, but joking with a grieving person may be
considered to be insensitive. Many conflicts, particularly in intercultural communication, tend to be
associated with the context. Hence, intercultural communication researchers, using the concept of
context to understand people, have identified several “frames of reference” within which people
construct and interpret “reality” and communicate or interact with others.
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A frame of reference is a lens through which reality is perceived and filtered to create meaning
or a standpoint formed through a complex set of criteria are made. The six commonly identified frames
of reference are the psychological frame of reference, the cultural frame of reference, the social frame
of reference, the spatial frame of reference, the temporal frame of reference, and the historical frame of
reference.
1. Psychological frame of reference may refer to a set of parameters that define one’s mental
schema.
2. Cultural frame of reference may refer to a set of parameters that define one’s cultural bias.
3. Social frame of reference may refer to a set of parameters that define one’s social bias.
4. Spatial frame of reference may refer to a set of egocentric experience, environmental, and
geographical parameters that define one’s interpretation of reality.
5. Temporal frame of reference may refer to a set of transient parameters, such as space and a
range of experience types that underlie the immediate representation of reality.
6. Historical frame of reference may refer to a set of parameters that defines one’s historical bias.
Simply put, we make meaning of facts by placing them in some context, a frame of reference.
Therefore, the meanings we make of facts are determined more by our frame of reference than by the
facts themselves. Along this line of reasoning, all meanings are generated and constrained by the
frames of reference. These frames of reference shape the communicators’ actions and words.
GOALS OF COMMUNICATION
Every day, we communicate with a variety of people, for a variety of people, for a variety of
reasons, in a variety of ways. We have defined communication as a meaning-making system that
follows the goal of conveying the intended message from the sender to the receiver as accurately as
possible. Communication conveys messages to parties involved through the different mediums such as
through speech, email, letters, and so on. In this way, people who believe in a common cause can be
linked together to strengthen their relationship. Communication also allows people with opposing views
to communicate with one another in order to understand each other better and connect. It also provides
an opportunity for communicators to disseminate information, to transduce emotions and/or thoughts
from one to another. This, however, has the potential to either create harmony or result in the
dissonance between the sender and receiver. Ultimately, the goal of all communication is to change
behavior, and that is why people read new books or seek help to understand things or reality.
The aim is to create social and political change, say, by exposing the absurdities and injustices
of the courts, schools, prisons, and workhouses of the context. Communication can be deeply political
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in intent or shaped by a social and political agenda: the desire to normalize certain kinds of human
behavior (and incidentally to demonize others), see the world in new ways and act in new ways as a
consequence. Communication shapes the receiver’s behavior in a way that is compatible both with their
own goals and the goals of the communicator. By helping people reach their behavioral goals, a
communicator wins their consent to behave in ways that favor his/her message too.
Communication is essential for everyday life. The goal is to make group life possible through
socialization, enculturation, intergenerational solidarity, nation-building, and social change. In more
specific terms, the goals of communication are: expressing one’s needs and wants, transferring or
conveying information, establishing social closeness or sustaining relationships with others, and
facilitating social etiquette, that is, to conform to be the social conventions of politeness. Ultimately,
when two or more persons interact, the communication structure is erected upon which a system of
relationships is formed.
BASIC ELEMENTS OF THE COMMUNICATION PROCESS

Communication, as a process where people share information, feelings, and ideas, consists of
four basic elements: the message, the medium, the sender, and the receiver. Basically, communication
happens when a message is conveyed. In the process, there is the means by which such message is
conveyed, the generator and communicator of the message, and the recipient to whom that message is
intended. However, due to the complexity of the communication process, these elements may be
modified and detailed in several ways. Alberts et al. (2007) present six basic elements of
communication: the setting, participants, message creation, channels, noise, and feedback to explain
how communication interaction unfolds. Other writers put it as follows: sender-receiver, message,
channel, noise, feedback, and setting (Bovee &Thill, 1992; Burnett & Dollar, 1989; Gibson & Hodgetts,
1990).
Sender-Receiver
Communication means that the sender and the receiver get involved in communication because
they have ideas and feelings to share. This sharing, however, is not a one-way or turn-taking process.
In most communication situations, people are senders and receivers at the same time. They are
participants in communication.
Message
The message is made up of the ideas and feelings that the sender/receiver wants to share.
Moreover, ideas and feelings can only be shared if symbols represent them. Symbols are things that
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stand for something else. All communication messages are made up of two symbols: verbal and non-
verbal.
The verbal symbols are all the words in a language, which stand for a particular thing or idea. A
word is used to mean one thing generally. Verbal symbols can be even more complicated when they
are abstract than concrete. Abstract symbols stand for ideas rather than objects. When two people use
abstraction (e.g., love, beauty, justice), they may have different meanings because they had different
experiences with the concept.
The non-verbal symbols are anything we communicate without using words such as facial
expressions, gestures, posture, colors, vocal tones, appearance, etc. They have certain meanings
attached to them, which are culturally or eve personally encoded and decoded.
Channels
The channels are routes traveled by a message as it goes between the senders/receivers.
Sound and sight are primary channels in face-to-face communication, and even in not face-to-face. At
present, it is increasingly common to use social networking sites for communication where we see and
hear the person we are communicating in a manner similar to face-to-face. In mass media, the
channels may be radio, records, television, newspapers, magazines, etc.
Feedback
Feedback is a response of the receiver to the sender and vice versa. This is very important in
communication since it tells how ideas and feelings have been shared in the way they are intended to.
Noise
Noise keeps a message from being understood or accurately interpreted. It occurs between
senders and receivers. Noise may be an external or internal interference in transmitting and receiving a
message. External noise is any noise that comes from the environment that keeps the message from
being heard or understood. Internal noise occurs in the minds of the senders and receivers such as
prior experience, absent-mindedness, feeling, or thinking of something other than the communication
taking place. Semantic noise is also a form of internal noise caused by people’s emotional reactions to
words such as reactions to ethnic or sexist remarks.
Setting
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The setting is essentially the context where communication occurs. It may be a venue, formal or
informal seating arrangements, attire, use of the sound system, etc.
In this communication process, the six elements can be summed up as Who, the source
(sender); What, the message; How, the medium; To Whom, the recipient (receiver); Why, the influence,
impact, a world view; and Where, the context.
LEVELS OF COMMUNICATION: FROM INTRAPERSONAL TO MASS COMMUNICATION
Communication involves the interactions between and among people. The prefix inter- signifies,
reciprocity, being carried between and shared or derived from two or more. This means that meaningful
communication entails a two-way principle, mutuality, and influence or being acted upon. Therefore,
“inter + action” means reciprocally influencing or affecting each or one another. Communication, as
such, takes place on several levels. There is the face-to-face communication and the mediated
communication, which may take the form of a point such as newspapers, newsletters, and other written
forms, or non-profit using electronic equipment such as computer technology, TV, radio, etc.
Intrapersonal Communication
This refers to communication that occurs within us. This involves feelings, thoughts, and the
way we look at ourselves. The self is the only sender and receiver. The channel is your brain. The
feedback is in the form of talking to oneself or discarding certain ideas and replacing them with others.
Interpersonal Communication
The communication that occurs on a one-to-one basis, usually in an informal, unstructured
setting, is interpersonal communication. Messages consist of both verbal and non-verbal symbols. Most
channels are sight and sound.
Intercultural Communication
This is interpersonal communication that occurs between or among members of different
cultures or people who are encultured differently. This is more apparent between persons coming from
two different cultures of upbringing, but it can also be among people of the same culture but brought up
in different times or cultural contexts.
Interviewing
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Interviewing makes use of a series of questions and answers, usually involving two people or
groups. Its purpose is to obtain information on a particular subject. In an interview, communication
takes place verbally in a face-to-face setting and drives a lot of non-verbal information are exchanged.
Feedback is very high and instant and drives the conversation.
Small-Group Communication
Small group communication occurs when a small group of people meets to solve a problem.
There is cooperative thinking; there is a specific purpose. The communication process in small groups
is more complicated than in interpersonal communication.
Mass Communication
The sender-receiver (speaker) sends a message (speech) to an audience in a highly structured
manner. Additional visuals may be used.
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Activity 3.1.a: Mind Mapping
Directions: In the boxes below, write one goal of communication and provide a DETAILED situation
where those particular goals of education are observed.
The goal of communication was The goal of communication was The goal of communication was
correctly given. correctly given. correctly given.
The situation was given with The situation was given with The situation was given with
sufficient details. fewer details little details
The importance was explained The importance was explained The importance was not
satisfactorily. averagely. explained properly.
10 7 4
1. Goal of Communication: _________________________________________________________________
Situation:
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Importance:
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Situation:
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Importance:
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Situation:
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Importance:
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Situation:
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Importance:
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Situation:
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Importance:
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ASSESSMENT 3.1: Miscommunication

Directions: Cite a recent issue related to politics. Interview at least six (6) individuals with varying ages
and backgrounds and ask them about their views and opinions about the issue you choose. Analyze
their answers and identify which frame of reference they based their views on.
Guide Questions:
Political Issue: ___________________________________________________
Name: _______________________________________
Age: _______________________________________
Work: _______________________________________
View: ______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Political Issue: ___________________________________________________

Name: _______________________________________
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Age: _______________________________________
Work: _______________________________________
View: ______________________________________________________________________
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______________________________________________________________________
Political Issue: ___________________________________________________

Name: _______________________________________
Age: _______________________________________
Work: _______________________________________
View: ______________________________________________________________________
______________________________________________________________________
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Political Issue: ___________________________________________________
Name: _______________________________________
Age: _______________________________________
Work: _______________________________________
View: ______________________________________________________________________
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Political Issue: ___________________________________________________

Name: _______________________________________
Age: _______________________________________
Work: _______________________________________
View: ______________________________________________________________________
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______________________________________________________________________
Political Issue: ___________________________________________________

Name: _______________________________________
Age: _______________________________________
Work: _______________________________________
View: ______________________________________________________________________
______________________________________________________________________
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______________________________________________________________________
______________________________________________________________________
ENRICHMENT 3.1: Directions: Describe the six levels of communication and give at least five current
and relevant setting where each level occurs.
Level of Communication (Description) Setting
1. 1.
2.
3.
4.
5.
2. 1.
2.
3.
4.
5.
3. 1.
2.
3.
4.
5.
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4. 1.
2.
3.
4.
5.
5. 1.
2.
3.
4.
5.
6. 1.
2.
3.
4.
5.
LESSON 2: The Professionals and Practitioners in the Discipline of Communication
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a. Show understanding of the roles and functions of communicators and journalist;
b. Identify specific work areas in which communicators and journalist work;
c. Identify careers opportunities for communicators and journalists; and
d. Value rights, responsibilities, and accountabilities.
Defining the roles, functions, and competencies of Communicators and Journalist
The foremost important role of communicators and journalists 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 judgment and decisions. In some cases, they facilitate
accurate processing and analysis of such facts professionally and ethically.
In this way, their functions follow naturally: to collect and document information, facts, and
opinions, and present them for public analysis and deepening to the root of reality. To communicate is
to deliver truths and facts for the public to form judgment and decisions. Professional communicators
and journalists are at the service of truth. They gather news, facts, and information that are critical to
public life and well-being. The functions include being present where the news is happening and having
the ability to record what is happening accurately with available technology.
The competencies of communicators and journalists are long 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 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
Communicators and journalists can work in a number of areas of specialization: speech, writing
and taking minutes of a meeting; advertising, marketing, and sales; communication education;
electronic media, radio-television, and broadcasting; public relations; journalism; theater, performing
arts and dramatic arts; public communication and opinion management and negotiations.
The specialization can be in copywriting production directing, professional blogging,

communication education, language arts coordination, forensic and debate coaching, drama directing,
news writing, news anchoring transmitter engineering, and technical directing. As a journalist, one can
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also specialize in field reporting, news editing, newscasting, author, copywriting, scriptwriting,
publishing, news service research, technical writing acquisition editing, and interviewing.
Career Opportunities for Communicators and Journalist
The field of communication is wide, and almost every aspect of business and the human
organization has communication specialists or roles. Companies have to relate to customers, clients,
and other stakeholders. The same is true government and public individuals because they need to be
heard, to be understood, to be followed, and to convince, which all require communication.
Professionals pursuing careers communication have many options. Alberts, Nakayama, and Martin
(2007) enumerated these as speech writers, public information officers, public affairs specialists,
communication assistants, meting secretary, customer service representative, marketing assistant or
officer, advertising, sales assistant and account executive, research associate, and operation manager.
Broadly, other opportunities include careers in advertising; careers in communication education;
careers in electronic media, radio-television, and broadcasting; careers in public relations; careers in
journalism; careers in theater, performing arts and dramatic arts; and careers in communication in
government and politics-related; and careers in international relations and negotiation.
Communication educators can work as college or university professors and may also serve as
speech communication department chairperson, language art coordinators, elementary and high school
speech teachers, forensic and debate coaches, or drama directors.
In a communication in government politics-related, communication graduates can work as a

public information officer, speechwriter, legislative assistant, campaign director, research specialist,
program coordinator, negotiator, lobbyist, press secretary, and elected officer.
In Journalism, one can work as a reporter, editor, newscaster, author, copywriter, scriptwriter,
publisher news service, researcher, technical writer, acquisition editor, and interviewer.
Rights, Responsibilities, and Accountabilities of Communicators and Journalists
In modern times, the media have exerted enormous power assumed an influential position
unprecedented in human history to serve as a 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
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accountabilities have to be established to safeguard the integrity of media and protection of the general
public in the form of accountability. In the name of freedom of expression, abuses happen, and certain
aspects remain largely unaccountable. Accountability is a necessity for communicators and journalists.
It is 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.
These are respective codes of conduct and official laws and rules that regulate these media.
However, these media parameters do not always work for the citizens. Communicators and journalists
have rights and responsibilities and accountabilities to exercise and live by which must provide
guarantees against censorships and protection of freedom and expression safeguarding the
confidentiality of journalistic sources and ensuring that information held by the government can be
timely and easily accessed by the public. There are also general media laws and regulatory frameworks
at both the national and international levels to comply with. Regulatory bodies are featuring existing
press councils and relevant professional networks, and different types of media ombudsmen.
It is the responsibility of communicators and journalists to ensure the citizens have convenient
access to all media, which is subject to just fair law and universally recognized principles of human
rights.
Activity 3.2a
Directions: Provide answers to the questions found below.
QUESTION? ROLES FUNCTIONS

Show your understanding of
the roles and functions of
communicators and Journalist
1. Journalists - -
2. Communicators - -
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B. What are the four main competencies of communicators and Journalists?
1.
2.
3.
4.
C. Name at least two career opportunities for the different areas of specialization of communicators
and journalists.
1. Advertising and Marketing : 1.____________________________________
2.____________________________________
2. Communicators Educators: 1.____________________________________
2.____________________________________
3. Public Relations: 1.____________________________________
2.____________________________________
4. Theater and Performing Arts: 1.____________________________________
2.____________________________________
5. International Relations: 1.____________________________________
2.____________________________________
ASSESSMENT 3.2
1. How can the lack of competencies of communicators and journalists risk the delivery of their roles
and functions?
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__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________
2. Explain the importance of rights, responsibilities and accountabilities and communicators and
journalists.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________
ENRICHMENT 3.2
Directions: Go online and search for renowned local and international communicators and journalists.
Choose one (1) local and one practitioner in the field of communication and read up on their
biographies, especially in terms of their career paths and answer the following questions:
1. How did they develop their professional practice (both local and International)?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
2. What are their roles and functions in the society (both local and International)?
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
3. Do you see yourself in the same path?
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__________________________________________________________________________________
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LESSON 3: Clientele and Audiences in Communication
Specific Objective:
1. describe the clientele and audience of communication
2. distinguish the needs of individuals, groups, organizations, and communities
From the very genesis of human existence, the need to communicate has been part of human
beings. Our life with others and in the community requires us to interact with the people around us, to
share ideas, thoughts, feelings, and experience with others, to make sense of the world, and to position
ourselves in a wider social and cultural reality. In doing so, we
listen and speak and receive and give information, which is a
two-way process. Communication connotes communion,
Communication is an
community, making common, or state. The message interconnection of diverse
transmitted is intentional and meant to convey meaning from disciplines ranging from
the hard sciences to the
a sender to a receiver through a medium or channel that
social sciences, and from
includes struggle with interference and barriers. humanities to critical-
Communication is complex. We use symbols, words, pictures, cultural interest. Thus, it is
like looking at one issue
facial expressions, hand signs, voice tone, graphics, silence, and having so many
writing, painting, dressing, dancing, and body language.
Formally and informally, every person communicates, and therefore everybody is a clientele and an
audience of communication.
However, to make communication effective and attainable, the specific or intended clientele and
audience in an instance of communication need to be clearly understood so that message packaging,
forms, and medium can be customized appropriately. Effective communication assumes that
audience’s perspective and ensures that the message is relevant to them. This means that the method
of communication is carefully selected as the most effective for the target audience.
Characteristics of Clientele and Audiences of Communication
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All people are clientele and audience in communication. However, communication can only be
effective when communicators take into consideration the characteristics of the intended clientele and
audience. Characteristics like social position, education level, age range, race and ethnicity, primary
language, health status, job type, and information sources are worth considering.
Social position is the status that a person enjoys in a communication context. One may be a
president or leader, middle manager, a colleague or co-equal, or a subordinate in an organization of the
community. These social positions dictate how one gets communicated to and how that communication
has to be crafted, packaged, contained, and delivered.
Education level may suggest the reading skills and health

literacy and the ability to engage with more complex topics –
People unite when they are new and even unfamiliar. An audience that has limited
able to trust their peers literacy skills may find it difficult to use written materials; with
without reservations and such an audience, oral presentations may be more effective.
when they feel that their
contributions are welcomed Age range can affect the choice of communication format
during a group task. 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. Social media websites and mobile texting, for
example, might be more appropriate for providing information to a younger audience. At the same time,
printed materials, emails, phone calls, meetings, and might be more effective for older audiences.
Race and Ethnicity is an important consideration in communication, 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 has to be considered if the message is to be effective. 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 matters a lot as it dedicates people’s disposition to listening and responding and
the ability to make meaning out of the communication material. Although people with certain health
conditions tend to be more informed health-care consumers with a greater awareness of issues within
the health-care system, the materials must be more personal and relevant to specific health conditions
or issues.
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The job type of audience 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 matter for they affect the format and distribution of the communication
materials and also the medium they trust.
Needs of Various Types of Clientele and Audiences of Communication
Different individuals, groups, and communities have distinct communication needs. They want
to send and receive messages to and from other parties. Let us take a look at the following
communication context to explore how various types of clientele and audience of communication may
be represented on April 30, 2015 in Mary Jane Veloso's case.
On 28 April 2015, the Philippines and the world awaited execution of a 30-year old Filipina and
mother of two together with eight other prisoners in Indonesia. Mary Jane Veloso was caught with
2.6klg heroin at Yogyakarta airport in Indonesia and later accused of drug trafficking in April 2010. In
October of 2010, she was sentenced to death.
Veloso maintained her innocence and that she was just tricked, but all her appeals through her
legal team were rejected. She claimed that in her desire to support her two children, she sought to work
abroad as a domestic helper. She claimed that the person behind her crime was Maria Kristina Sergio,
the daughter of one of her godparents, who convinced her to travel to Indonesia to start a new job as a
maid. A male friend of Sergio gave Veloso new clothes and a new bag to travel with as her luggage,
and she was not aware it had heroin sewn into it.
The family of Veloso pleaded for the Philippine government's direct intervention and to NGOs
and media convinced that she was indeed an innocent victim. These efforts were met with resistance
from the Indonesia side.
The two appeals launched by the Philippine government on the request of Veloso, to the
Indonesian government were both rejected. The Philippine government tried to argue that Veloso had a
poor translator during the trial, which made her incapable of understanding what was going on during
her trial, and that was just a victim of a drug syndicate.
In his capacity, President Aquino had met President Joko Widodo on the sidelines of a regional
meeting in Malaysia to discuss Veloso’s case as well as spoken to Indonesia’s Foreign Minister Retno
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Marsudi and proposed keeping Veloso alive so that she could testify against drug traffickers. This, too,
did not seem to have worked.
On April 28, 2015, Veloso, together with the eight other convicted prisoners, found themselves
at Nusakambangan Prison Island, awaiting their executions as scheduled. Groups of people in the
Philippines and around the world gave the case prominent coverage. In Manila, the activist protested
outside the Indonesian embassy.
The story of Veloso had reached and received a worldwide sympathy from peoples of all walks
of life. During the time leading to the scheduled execution, Ms. Sergio, the woman accused of duping
Veloso, unexpectedly turned herself up to the police station in Cabanatuan City asking police
protection, saying she was receiving death threats. As time went by, Indonesia issued a reprieve,
saying Veloso was needed to testify against a ‘’perpetrator suspected of human trafficking.’’ She was
then transferred back to prison in Yogyakarta.
What followed next were counterclaims by various groups for credit: political leaders NGOs,
human rights groups, lawyers, the families and groups that protested in the streets, and in front of the
Indonesian Embassy. Each felt they succeeded in their communication goals.
The Individual as Client of Communication
As an individual, you want to be the first to know all matters that pertain to you. Your company
may be about to retrench you or to promote you, and the anxiety that comes with not having direct
communication may be high. In the case above, no single individual deserved to know the finality of the
case other than Mary Jane Veloso. Every passing time was certainly a moment of resignation and
anguish. Hodgetts (2002) presents four major barriers to communication that, in a situation like this can
make things more traumatic: perception, inference, language, and status.
For sure, in terms of perception, Veloso’s personal view of reality was blurred. Plunged in a
situation, she never anticipated made it even harder to comprehend circumstances fully. All she
wanted, as a mother of two little children, was to find work that would help her earn enough as a
domestic worker to provide for the children. Instead, she found herself counted among drug traffickers
destined for execution.
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An inference occurred, presented with large amounts of facts that were incomplete and not
transmitted clearly; her assumptions of the messages left nothing for adequate interpretation of the
meaning of what was going on and of her circumstances in general.
Obviously, she needed a translator to understand the proceeding in Bahasa. That language
barrier meant that she could not process her feelings and express her views adequately before the
courts. Her body language, as well as other communication cues, could not relay her personal
messages to the court to help them see her reality. The communication was limited to looking at the
evidence and probably explaining to her the sequence of having such evidence in her suitcase. She
could not understand, and she could not communicate.
Her status as a domestic helper or someone seeking that employment made her even not
worthy of being listened to, to be respected, and to be trusted. If her circumstances were of high social
ranking individual, the credentials could probably have obliged the courts to take a look at the evidence
in a different way. They may have wanted to examine the evidence in a different light. Veloso’s problem
also had to do with her social rank. Although ironically in the turn of events, this very lowly status
became the battle cry and source of sympathy from many people that led the Indonesian government to
make a last-minute consideration.
For an individual as a client of communication, these barriers need to be well-managed. One

has to have a way to overcome them to achieve effective communication.
The Group and Organization as Client of Communication
Groups and organizations tend to have communication needs that are specific to them. In the
Veloso case, groups and organizations may be identified as family and friends, migrant organizations,
the legal team, media, and the Philippine government. Their communication needs had to do with
wanting to convince the Indonesian government to stop the pending execution of Mary Jane Veloso.
They were all bent to hear from the Indonesian government news of consideration, and the
longer they heard nothing, the more desperate they became and even resigned to accept the fate. But
the focus of these groups was to make a point for their organizations to be considered an achievement.
For the family, probably their worry was about losing a family member and having Veloso’s children to
grow without their mother and losing her in such a traumatic way. This was a paramount concern for
the family.
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The Community as Client of Communication
When a community is the client of communication, the message has to be responsive to the
need, and the channel has to be appropriate. The subject to be communicated has to be relevant to the
community. The most evident community to recognize in the case of Veloso would be the Filipino
community and the OFW community in particular. For this community, the fate and reality of Veloso
represented the suffering of OFWs and questioned the Philippine government’s ability to care for and
protect its own citizens. This is critical because the OFW community has been regarded as modern-day
heroes due to the large amounts of remittances it pumps into the Philippine economy. In 2009, over 10
million Filipinos were estimated to be migrants, which made the Philippines rank among top recipients
of remittances.
The World Bank estimated that remittance flow to developing countries in 2009 totaled $316
billion. The top recipients of migrant remittances were the following (PDI, June 23, 2010, based on the
Migration and Development Brief 12, Migration and Remittances Team Development Prospects Group,
World Bank).
1. India ($49 B)
2. China ($48 B)
3. Mexico ($22 B)
4. Philippines ($20 B)
5. France ($15 B)
6. Bangladesh ($11 B)
7. German ($10 B)
8. Nigeria ($10 B)
9. Belgium ($10 B)
In 2014, the World Bank updated the data with India remaining in the top spot at about $71
billion in remittances. China ($64 billion) maintained its second slot while the Philippines ($20 billion)
surpassed Mexico ($24 billion) to become the third-largest recipient of remittances (World Bank, 2014.)
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Activity 3.3a:
A. Directions: There are three types of clientele and audiences of communication. In three sentences,
classify them base on their needs.
Individual Groups and Organization Community
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B. Directions: Describe the needs of the different types of clientele and audiences and determine the
most appropriate type of communication medium to be used.
Clientele/Audience Medium
(Example: Province representative and the Email or personal contact through language
President) communication
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Assessment
Directions: Answer the following question based on the activity (set B).
1. Why is there a need to consider the clientele and audiences of communication? When deciding
what form of medium to use? Cite a situation.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. For a professional communicator, what would be the difference between having an individual as
his/her audience from having a group or a community as an audience? How would it affect his/her
preparation for communication?
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
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_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______________________________________________________________________________
Enrichment 3.3
Directions: Create an advocacy campaign poster or infographic on the importance of effective

communication. Draft a plan to strategically disseminate your campaign to the different clientele and
audiences of communication-based on the most appropriate way of reaching them. Use the space
provided below.
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LESSON 4: Settings, Processes, Methods, and Tools in Communication

The Communication Media Channels
a. identify the settings in which communicators and journalists are found;
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b. illustrate the different processes and methods involved in undertaking communication;

and
c. distinguish the appropriate communication media channel(s) to use in different settings
and situations
SETTINGS, PROCESSES, METHODS, AND TOOLS IN COMMUNICATION
The settings of communication may be defined as the physical surrounding of a communication

event may be made up to the location where the communication occurs, environmental conditions, time
of the day, or day of the week, as well as the proximity of the communicators (Alberts, Nakayama, &
Martin 2007).
What is critical regarding the setting is how to know the audience and understand what they
need to hear and how they need to receive information. The process of communication accounts for
what happens between the source of the message and the recipient, the skills employed in giving and
receiving information, and conveying your ideas and opinions with those around us. The methods of
communication involve the verbal (i.e., sounds, language, and tone of voice), the aural (i.e., listening
and hearing; non-verbal (i.e., facial expressions, body language, and posture, the written (i.e., letters,
memos, journals, emails, blogs, and text messages, and the visual (i.e., signs, symbols, illustrations,
and pictures). Tools in communication include all that we use in both communicating with others and
interpreting the information received from others. They range from the language in all its form, from the
tone of voice to performing, re-enacting, television, storytelling, telephone, cell phones, movie, radio,
photographs, cartoons, cyberspaces, digital and social platforms, and the Internet.
Government Setting
The government deals with citizens and mainly delivers social and public services that ensure
peaceful and orderly living. This being the essence of government, the purpose of communication
becomes more of a public government and government to the public. The government communicates
to inform the public about national plans, public services, security situations, opportunities, and to give
general direction to people as a nation. In this sense, the government setting draws on a variety of
communication methods and tools, depending on the subject and intent. They have highly confidential
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information and the information that is meant to be accessible to all members of the public.
Traditionally, the government relied on mass media to disseminate public information and propaganda.
With the emergence of new media, the government has also incorporated many of the new
technological tools. It is more common that less local government units are maintaining a website and
communicating with their communities and the general public using social media. For example, class
and work suspensions during typhoons and storms in the Philippines are posted through social
networking sited informed through texts, in addition to traditional radio and TV announcements.
Private Sector Setting
The private sector refers to the business community, the people who are involved in the delivery
of public services that include job creation and employment provision but are not the government.
Essentially, this sector exists for profit. For this broad description of their existence, communication for
them is a large advertisement to inform the public, individuals, groups, and communities about available
goods and services for sale. On the other hand, they need information form the public to understand
the demand they have to supply. As the private sector engages with the public, they want to remain
relevant, profitable and accepted. Therefore, the concept of corporate social responsibility (CSR) is
important to foster the goal of maintaining a positive public perception.
Civil Society Setting
This sector of society sees itself as the ‘’third one’’. It comes to complement government and
business action. In includes various groups of non-government organizations, charities, foundations,
people’s organizations, and other pressure groups that exist to advocate the cause of social justice on
behalf of the marginalized sectors, disenfranchised, minorities, and even on behalf of biodiversity. They
do not exist to make a profit or serve as the government, but they do perform a number of functions that
belong to the government. In many cases, they also engage in business to raise funds needed to
respond to problems affecting the represented sector issue. Communication, in this sense, is defined
by the mission and actions chosen by civil society. They can draw almost all forms of tools available in
communication. To highlight issues, they do produce documentaries and even inspire movies, and are
using new and social media to bring their case to a wide audience possible and effectively.
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School Setting
Schools are educational and social institutions. Their participation in communication is to deliver
educational gods to the public and engage communities in agenda setting regarding goals and means.
Communication in a school setting tends to be very formal and academic. However, the emergence of
new media has transformed communication in schools to include new forms of communities cutting
across schools to create communities of learning that come together in pursuit of learning beyond the
confines of physical schools they belong to. There is more exchange of information and documents
among students, and traditional group work has become virtual teamwork, where students learn
together and accomplish given tasks without physically coming together.
Schools can announce enrolment dates, and students can enroll in their chosen schools without
even physically going to the campus. Ultimately, this has led to the shrinking of the physical campus
into a global campus in education and school management. There are more student-to-student and
student-to-teacher direct communication than at any time in history. Teaching and learning pedagogies
are also affected by fever, a highly personalized and learner-centered style.
Community Setting
The community is where all sectors interact: government, business, civil society, and just all
individuals and groups. In general, communication with communities has tended to favor a one-
directional pattern of mass media.
Sectors of a community announce their offering to the wider community, and government agencies
would also inform communities in this fashion regarding what they want the community to know. But
there is also within community, individual-to-individual, group-to-group, and group to general
environment communication. Various tools and methods are appropriately drawn to achieve community
setting communication goals. On this level, face-to-face communication and tarpaulin, as well as graffiti,
are very common.
THE COMMUNICATION MEDIA CHANNELS
Communication that is mediated or transmitted through channels such as television, film, radio,
social networking sites, fax, e-mail, cell phone, overnight couriers, messengers, and print is generally
referred to as media, a plural form of medium (Alberts, Nakayama, & Martin 2007). The only
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communication that is not mediated is perhaps face-to-face communication, which takes place among
people who understand each other’s language. All other non-face-to-face communications go through
channels.
Mass Media
All forms of communication that are devoted to transmitting standardized messages to a wider
audience are called mas media (Thomson & Heckey, 1999). This includes newspapers, magazines,
books, e-books, radio, social networking sites, and the Internet, Television, and motion picture. By and
large, much of mass media has become electronic media and covers radio, television, media
technology, and web design with streaming audio and video.
Generally, communication involves the giving, receiving, or exchanging of information, opinions,

or ideas to ensure that the message is completely understood by everybody involved. It is essentially a
two-way process, comprising the elements of the sender, message, channel, receiver, feedback, and
context. Mass media does not consist of much of these. It is a one-way system. Yet, the emergence of
new media and social media has transformed media to become more dialog, mimicking a typical two-
way system. In mass media, the audience is not obliged to pay attention or give feedback.
New Media and Social Media
Under new media and social media, communication is not necessarily relational but the issue-
and interest-based instead. With the help of technology, new media has helped transform the notion of
a community based on geography to a community based on interest, from citizens to netizens. People
forge a conversational community driven by the common interest and generally focused on a single and
are virtually located. Blogging and social networking, the most prominent forms of social media, tend to
resemble typical mass media style in the sense that there is impersonality, no privacy, nor the specific
recipient of the messages, not the obligation to respond. Yet, it has the provision for concerned people
to respond and sustain a discussion and exchange of views in a two-way style. This can be done online
and in real-time using instant messaging. Unlike a carefully researched response, in this
communication, people are more concerned with expressing their opinions and feelings about the issue
at hand.
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New media and social media have also challenged the profession of communication and ethics of
communication. It is not regulated by members of the profession but by the discourse of participants.
There is more self-censorship than professional and public censorship since participants can choose to
go by any name, may portray a self-image, and they may choose to remain anonymous. New media
and social media have also redefined participatory democracy with new political implications. Open
debates and consensus on issues are increasingly sought and achieved through new media and social
media.
Telecommunication
Telecommunication refers to the transmission of information by electromagnetic means. Large

volumes of information in the form of words, sounds, or images, over long distances, are transmitted in
the form of electromagnetic signals, by telegraph, telephone, radio, or television. The term covers a
vast range of information transmitting technologies, including mobile phones, landlines, VoIP, and
broadcast networks (Telecommunications, 2015; Techopedia.com, 2016).
The data is transmitted in the form of electrical signals, modulated into analog or digital signals
for transmitting the information. Analog modulations used in radio broadcasting are amplitude
modulation and digital modulation. Telecommunications and broadcasting are administered worldwide
by the United Nations specialized agency for information and communication technologies (ICT). These
agencies allocate global radio spectrum and satellite orbits, develop the technical standards that ensure
networks and technologies seamlessly interconnect, and strives to improve access to ICTs to
underserved communities worldwide. The organization is based on a public-private partnership since its
inception.
At present, The International Telecommunication Union (ITU) has a membership of 193

countries and almost 800 private-sector entities and academic institutions. Its headquarter is in
Geneva, Switzerland, and has twelve regional and area offices around the world. The membership
represents a cross-section of the global ICT sector, from the world’s largest manufacturers and
telecoms carriers to small, innovative players working with new and emerging technologies, along with
leading R&D institutions and academia. ITU was founded on the principle of international cooperation
between governments (Member States) and the private sector (Sector Members, Associates, and
Academia). It now serves as the premier global forum through which parties work toward consensus on
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a wide range of issues affecting the future direction of the ICT industry. Each country has its own
agency for enforcing telecommunications regulations.
In the Philippines, the National Telecommunications Commission (NTC) is the nation’s

regulatory agency responsible for steering the telecommunications sector as a primary engine for
national progress and development. It is responsible for the maintenance and continuous improvement
of a regulatory regime conducive to the development and provision of an affordable, viable, reliable,
and accessible telecommunications infrastructure and services.
NTC fulfills the following mandates: regulate the installation, operation, and maintenance of
radio stations both for private and public use (RA 3846, as amended); regulate and supervise the
provision of public telecommunications services (RA 7925, CA146, as amended); manage the radio
spectrum (RA 3846, as amended and RA 7925); and regulate and supervise radio and television
broadcast stations, cable television (CATV) and pay television (EO546 and EO205).
There is also a private sector, the Katipunan ng mga Broadcaster ng Pilipinas (KBP), organized
in 1973 to provide a mechanism for self-regulation in the broadcasting industry.
Conducting Needs Assessment for Individuals, Groups, Organizations, and Communities
Conducting a needs assessment is essentially the same. The communicator wants to know the
purpose of communicating that may include considering five essential elements: the sender, the
message being transmitted, the medium used to carry the message, the receiver of the message, and
the interpretation given to the message (Hodgetts 2002). By conducting a needs assessment, the
communicator would be best prepared to convey the meaning to the receiver using an appropriate and
efficient encoding system, proper medium, and target a more promising decoding possibility or
interpretation of the message by the receiver. To communicate effectively means that one has met the
needs of the intended individuals, groups, organizations, and communities an all aspects.
Monitoring and Evaluating Communication Effectively
A logical model in monitoring and evaluating communication effectivity involves splitting the
variables into two: those that pertain to making something happen (the causes) and those that account
for results (the effects) (Sanders, 2000; Mercado, 2009). the variables of causes include input,
activities, and outputs, and these have to be monitored and accounted for. The variables of effects
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include initial outcomes, intermediate outcomes, and ultimate outcomes, and these have to be
evaluated. Monitoring traces the plan and documents its implementation of the plan. Communication at
all levels is a planned undertaking with clearly articulated results.
Communication is a dynamic process in which humans strive to convey meaning to one another
(and to oneself) and serves as the basis for understanding the environment, events, objects, and other
people. It aims to get a response. A sender of message or communicator anticipates the intended
recipient or audience to receive the intended message and to act on it as a response. In
communication, the input, such as the medium of communication, the communication design, and the
utilization of time and space, are monitored and evaluated. In contrast, the behavior change caused by
communication is evaluated. In this way, success and failure of communication can be determined, and
necessary immediate or future actions can be identified and undertaken accurately.
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Activity 3.4 a:
Directions: Illustrate in a simple diagram or a flow chart the different processes and methods involved in
communication and include a brief description. Use the space provided below for your diagram.
Activity 3.4 b:
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Directions: Differentiate the following terms by supplying the characteristics of each media channel and
give at least two examples. Use the table below.
Non-face-to-face Characteristics Examples

Communications Media (at least two)
channel
Mass Media
New Media and Social Media
Telecommunications
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Activity 3.4 c:
Directions: Choose a sample communication material whose topic is of interest to you. Determine its
setting and the process, method, and tools that were utilized in communicating. Study the surrounding
context of the communication and then describe its process, methods, and tools, write your answer in
the box provided below.
Assessment 3.4
148
Directions: Supply what is being asked in the following items. Write your answers on the space
provided.
A. Give two tools and situations of communication in the government setting.

1. ____________________________________________________________________________
________________________________________________________________
2. ____________________________________________________________________________
________________________________________________________________
B. Give two methods of communication in the private sector setting.

1. ____________________________________________________________________________
________________________________________________________________
2. ____________________________________________________________________________
________________________________________________________________
C. Give two tools of communication in the civil society.

1. ____________________________________________________________________________
________________________________________________________________
2. ____________________________________________________________________________
________________________________________________________________
D. Give three tools of communication in the schools setting.

1. ____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________
2. ____________________________________________________________________________
____________________________________________________________________________
__________________________________________________________
3. ____________________________________________________________________________
________________________________________________________________
E. Give three tools of communication process in the community setting.
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1. ____________________________________________________________________________
________________________________________________________________
2. ____________________________________________________________________________
________________________________________________________________
3. ____________________________________________________________________________
________________________________________________________________
Enrichment 3.4
If you were a professional communicator, what setting would you choose? Why did you choose
it? Describe the process, methods, and tools you expect in your chosen setting.
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MODULE 4: IMPORTANCE OF SOCIAL SCIENCES
Module Overview
Module 4 presents the various social settings where counselors are needed: the government
sector, private sector, civil society, school, and community. This module illustrates the different
processes and methods involved in carrying out the counseling process in these settings.
This unit discusses the functions and effects of applied social sciences. This will help you
assess objectively how the applied social sciences discuss in the previous modules function in self-
development, persuasion, art and entertainment, news and information, advocacy and mobilization,
education, and socialization. This unit also explores the effects of applied social sciences in the process
of awareness and knowledge, attitude and value change, behavioral change, and structural change.
MODULE OUTLINE
Lesson 1: Functions of Applied Social Sciences
 Self-development
 Persuasion
 Art and entertainment
 News and information
 Organizing advocacy and mobilization
 Education
 Socialization
Lesson 2: Effects of Applied Social Sciences Processes
 Awareness of knowledge
 Attitude and value change
 Behavioral change
 Synthesis of the effects of applied social sciences

1. The learners demonstrate an understanding of functions of;
a. applied social sciences; and effects of applied sciences processes,
b. professionals and practitioners in counseling,
c. clientele and audiences in counseling,
d. settings, processes, methods, and tools in counseling.
151
LESSON 1: Functions of Applied Social Sciences
g. explain each of the functions of applied social sciences, and
h. identify situations that would require or necessitate the performance of the various functions
in local/Philippine settings.
The core values inform the disciplines of applied social sciences in respect for the inherent
dignity and worth of persons, pursuit of social justice, integrity of professional practice, confidentiality in
professional practice, and competence in professional practice. What we have discussed in this book
are counseling, social work, and communication. They help individuals fit well in society and challenge
the social environment to become a better place for all. These sciences cover a broad field, drawing on
different social theories and perspectives and combine theory and practice to deal with the complexity
of social issues that include human pain, stress, the threat to dignity, and a threat to human rights
experienced by individuals, groups, and communities.
FUNCTIONS OF APPLIED SOCIAL SCIENCES
Applied social sciences are purveyors of social justice, inclusion, and caregiving. Their presence
is strongly felt in areas like children and family agencies, health care settings, including community-
based clinics and hospitals, schools, correctional facilities, settings that serve older adults, such as
nursing homes, and military veterans and active-duty military personnel agencies. Applied social
sciences services are indispensable to the full transformation of a child because they are critical to
unblocking all barriers to the individual’s group’s, and community’s holistic development. They help the
society to see beyond the behavior manifestations by looking beneath them, and to address and uproot
the root causes through communication and journalism, social work, and guidance and counseling
leadership.
Applied social sciences help us consider all helping situations to be multicultural in the sense
that people’s uniqueness such as personal history, culture, gender, social class, religion, language, etc.
of individuals, groups, and communities has to be recognized in the helping process.
152
SELF DEVELOPMENT AND APPLIED SOCIAL SCIENCES
The functions of applied social sciences for self-development have been discussed in this book
—counseling, social work, communication—each of which has distinct contributions in services they put
out for self-development. Counseling offers guidance to individuals in varying situations of conflict,
confusion, and crisis and provides the tools for the individual to address issues of self-development.
Social work offers a wide range of services, particularly in I aid of emancipating the marginalized
individuals and facilitating participation in the public goods and services that are necessary for self-
development. Communication empowers the individual with listening and speaking skills for them to be
effective. The individual has to be sure that the message comes across accurately by considering the
message itself, the audience or receiver, and how the message is likely to receive. Self-development
has to do with taking an active role in one’s development.
PERSUASION AND APPLIED SOCIAL SCIENCES
At the heart of persuasion are the ability to understand well one’s audience and its complexity.
In this kind of communication, the communicator deals with people’s basic attitudes, values, and beliefs
on issues and how to tailor the message for the audience in order to convince them to adopt, a
particular point of view through appropriate channels TV, radio, Internet, magazines, and newspapers.
Persuasion often consists or contains very few words making sure each one is very important, simple,
specific, and exciting. Other than communication and journalism skills, counseling, and social work
skills facilitate the ability to empathize, listen well, and to respond effectively. Drawing on the skills of
applied social sciences, persuasion energizes itself to move audiences to desired and immediate
action.
Art and Entertainment and Applied Social Sciences
Art is human creativity that involves the perceptions and imagination of an artist trying to
communicate a selective recreation of reality and giving it form into the immediate perceptual
awareness. Art includes theater and drama, which are generally live, about people, and collaborative
art forms. They tell a story. Art and entertainment require active viewing, provide self-examination,
153
challenge the audience, and are directed at the largest possible number. Art and entertainment offer
and not necessarily require an intellectual demand on the viewer and have great potential for social
change. Through art and entertainment, we are able to see life differently, without imposing our values
and perceptions on it. It allows us to expand our experience, intensify our perceptions, challenge
conventional wisdom and norms, and introduce another frame of reference that is conceptualized by
the artist.
Art and entertainment can provide nurturance and keep communities mentally and socially
healthy. Art and entertainment such as music, dance, or theater are forms of mass communication that
are useful and educational, and uplift the inner feelings of individuals, groups, and communities. They
create a consistent atmosphere of excitement and vitality that encourages public and private
investments, impressive and successful activities and special events, and reflects shared values related
to social and cultural diversity. They raise awareness for important issues drawing on the tools of
applied social sciences, particularly communication and journalism. They bring humor in depressing
and stressful moments, hence expanding the people’s ability to endure extreme forms of suffering and
optimism.
In moments of hardships, the arts provide collective resilience among people. The American
people in the 1930s and 1940s, for example, enjoyed many forms of entertainment and mostly,
inexpensively. Movies and sounds increased in variety and in their popularity—comedies, gangster
movies, and musicals. During this period, some of the great dramas of American film reached theaters.
Radio was also wildly popular, offering many kinds of programs, from sermons to soap operas.
Art and entertainment professionals and practitioners work in cruise lines, convention services,
theme parks, concerts, film companies, TV stations and radio stations, music companies, theater, and
numerous other live entertainment venues. The industry requires creativity, adaptability, and offers the
opportunity for travel. The art and entertainment industry offers a wide range of career convention
services and multimedia companies, functioning as performers, artists, and technicians.
NEWS AND INFORMATION AND APPLIED SOCIAL SCIENCES
The proliferation of news outlets, channels, and purposes require increased ability for the
audience and participants in the news making and consumption. The new media and social media are
providing the possibility of deriving the democratization of information by undercutting the agenda-
setting of large media outlets and their ability to control news and information flows. The overall
information ecosystem has changed. More small publishers have been created, forming new clusters of
154
new players and build pathways for interesting ideas and statements that are finding broader
audiences.
The society is informed by simply reading, listening to, or watching just about anything; through
a formed intermediary that tells them what is good, important or meaningful; and by simple accessing a
wide range of the means for them to sort things out themselves and find their own version of the truth.
Today, we live in a digitally networked world that aspires to fulfill the dream of the democratization of
thought, ideas, and flows of information. We have Facebook, founded in 2004 that boasts of more than
a billion users and Twitter, founded in 2006, that has a quarter-billion. The Sina Weibo microblogging
platform in China has nearly 150 million users a month, making ours truly an era of social media. The
web can easily turn an unknown person into an Internet sensation in an instant, and we have seen so
many examples lately. We are encountering new superstars and super citizens, political campaigns and
opinion-forming debates, viral phenomena, and instant coordination of protests and celebrations.
It has been observed that online audience concentration has equaled, and in many instances,
surpassed what can be found in most traditional media. This is also fueled by the development of
mobile phones that instantly links every mobile owner to the Internet. A social network “hashtag” can
alert us on important issues and create attention, empowering the otherwise less known, less powerful
individuals in ways that no prior technology has ever done. Social media has the possibility of making
accessible and driving the democratization of information further beyond the agenda-setting of large
media outlets and their relative control of news and information flows.
We can assess this by carefully examining how people get their news; by looking precisely and
empirically at how information is flowing across social networking sites; and by examining how human
behavior is changing because of social media. These powers of social media have also forced the main
news sites to open to the social media space of integration in their online versions to meet audiences,
increase online traffic, source information more efficiently, and stay on top of technological trends, not
risk becoming irrelevant. Many major news organizations have now opened their sites and allow users
to “share,” “like,” or “recommend” content on social media channels. There is no conclusive evidence
now that go beyond simply asserting that digital networks do magnify speed and scope of information.
We have no evidence to tell if the offline and online worlds are radically distinctive in terms of their
impacts on human behavior.
Today, the media landscape is more vibrant in offering faster and cheaper distribution networks,
fewer barriers to entry, and more ways to consume information. Cable networks and local TV stations,
newspapers, and numerous innovative web startups are now using a dazzling array of digital tools to
improve the way they gather and disseminate the news nationally, internationally, and block-by-block
(Waldman, 2001). The new digital tools are providing powerful ways to consume, share, and even
155
report the news. But this has also opened up to an ethically unregulated landscape with its victims
increasing by numbers.
Applied social science in this context can provide encouragement and empowerment to
underserved communities to avail open and free media channels to voice out and to consume critical
information. The increased vulnerability can also be addressed like falling victim to online prostitution
industry and blackmails and developing self-protection from all sorts of personal threats. This ultimately
leads to participatory journalism, the ultimate empowerment of all peoples. Participatory journalism and
peer-to-peer cascading of news is taking a large share in news making and will probably increase its
capacity to share information in the future. We are entering an era where the audience employs self-
censorship and plays a bigger role in engaging, remixing, commenting, and ultimately filtering what is
important.
ORGANIZING ADVOCACY AND APPLIED SOCIAL SCIENCES
In our present-day of free speech and democracy, organizing advocacy is very much part of
social cohesion. Issues that matter to individuals, groups, and communities have to be raised to political
platforms and find public solutions and policies where possible. IN organizing advocacy for issues of
great concern, one can benefit from core values of applied social sciences. These values foster the
common good and inclusion and a greater sense of life in the community. People are encouraged to be
in solidarity with one another and very often go beyond oneself. Some people from the middle class
have come out in support of the poor, or the whites come out in support of the black Americans who
have suffered from police brutality in places like New York and Ferguson, Missouri. In the most recent
case, Americans from all racial backgrounds went out in protest across the United States against what
they perceived as racially biased police brutality. This was after the Missouri grand jury voted not to
indict white Ferguson Police Officer Darren Wilson who shot to death an unarmed black teenager
Michael Brown in August of 2014.
EDUCATION AND APPLIED SOCIAL SCIENCES

The educational process is a well-organized global framework and means of socialization and
enculturation. Education is an ongoing process of improving knowledge and skills, and it is an
exceptional means of bringing about personal development and building relationship among individuals,
groups, and nations. Following the principles and ideas upon which UNESCO was founded, education
brings hope for a world that is a better place to live in, where people respect the rights of women and
men and show mutual understanding and advances in knowledge to foster human development rather
156
than to create barriers between people. However, each nation puts in place a framework to ensure that
its young and the total population are guided in their personal and social development to ensure that
they take a rightful place in the society and its fruition.
Jacques Delors, in his capacity as chairperson of the international commission on education of r

the twenty-first century and former European commission president, in the UNESCO 1996 report,
Learning: The Treasure Within, proposed an integrated vision for education. He said:
“In confronting the many challenges that the future holds in story, humankind sees in education an
indispensable asset. In its attempt to attain the ideals of peace, freedom, and social justice. As it
concludes its work, the Commission affirms its belief that education has a fundamental role to play I
personal and social development. The commission does not see education as a miracle cure or a
magic formula opening the door to a world in which all ideals will be attained, but as one of the
principal means available to foster a deeper and more harmonious form of human development and
thereby to reduce poverty, exclusion ignorance, oppression, and war.” (p.11)
In many instances, education has played a big role in reducing poverty, social exclusion,
ignorance, oppression, and war. From this perspective, the link between education and applied social
sciences can be considered to be highly interwoven. Quality education has an extremely important role
in national and global development. It can ensure a just, inclusive, and sustainable future. A good
education is the best defense for every individual, group, and community, which empowers them to
defend themselves when their rights are threatened, to take an active role in claiming what is due them,
and to contribute positively to their community’s well-being.
In its 1972 report, UNESCO essentially gave birth to the four pillars of education that continue to
inform and shape global education curricular: Learning to know, learning to do, learning to live together,
and learning to be. These pillars continue to reinterpreted in light of changing global circumstances.
Learning to Know
This type of learning is radically different from ‘rote learning.’ It implies’ the mastery of the
instruments of knowledge themselves’ and acquiring knowledge in a never-ending process and
openness to be constantly enriched by all forms of experience. It encompasses the development of the
157
faculties of memory, imagination, reasoning, problem-solving, and the ability to think coherently and
critically. It involves the discovery and going deeper into the information/knowledge that is presented or
encountered. It presupposes learning to learn: application of the discipline and power of concentration,
memory, and thought throughout life, informally and formally. This kind of learning is both a means and
an end in itself. As a means, it enables individual learners to understand nature, humankind, history,
environment, and society at large. As an end, it allows the learner to experience the pleasure of
knowing, discovering, and understanding as a process.
Learning to Do
This pillar of learning implies the application of what learners have learned or known into
practices. It means putting to use one’s education, knowledge, skills, and attitudes as the case in
technical-vocational education and work skills training. It implies a shift from skill to competence, or a
mix of higher-order skills specific to each individual. The dominance of knowledge and information as
factors of production systems in the knowledge economy is making the idea of occupational skills
obsolete. It is bringing personal competency to the fore. It means mastering the ability to communicate
effectively with others; aptitude toward teamwork; social skills in building meaningful interpersonal
relations; adaptability to change in the world of work and in social life; competency in transforming
knowledge into innovations and job creation; and a readiness to take risks and resolve or manage
conflicts.
Learning to Live Together

This type of learning is critical in the increasingly globalizing world. It implies that education has
to take two complementary paths: on one level, the discovery of others and another, and the
experience shared purposes throughout life. This will need developing qualities, such as knowledge
and understanding of self and others, appreciation of the diversity of the human race and an awareness
of the similarities among, and the interdependence of, all humans, empathy and cooperative social
behavior in caring and sharing; respect of other people and their cultures and value systems, the
capability of encountering others and resolving conflicts through dialog, and competency in working
toward common objectives.
Learning to Be
This type of learning echoes the possibility of becoming dehumanized as a result of
technological change and therefore puts on scaffolds. It fosters the principle that the ‘aim of
158
development is the complete fulfillment of humankind, in all the richness of personality, the complexity
of forms of expression, and various commitments as an individual, member of a family, and a
community.’ It means being a citizen and a producer, and an inventor of techniques and a creative
dreamer leading humankind to become more human, through the acquisition of knowledge, skills, and
values conducive to personality development in its intellectual, moral, cultural, and physical dimensions.
It includes enhancing qualities of imagination and creativity, acquiring universally shared human values,
developing aspects of a person’s potential, strengthening memory, reasoning, aesthetic sense, physical
capacity, and communication/social skills, developing critical thinking and exercising independent
judgment, and developing personal commitment and responsibility.
It is important to note that the four pillars of learning relate to all phases, areas, dimensions, and
types of education. Education is preparation for social practice in the present and emerging contexts in
as much as it is an essential means to economic and human capital development for individuals and
communities.
SOCIALIZATION AND ENCULTURATION AND APPLIED SOCIAL SCIENCES
Socialization is the process by which society turns an individual from being a child into a full-
fledged responsible adult or from being an outsider to becoming an insider. The educational system is
part of that. The other process that runs parallel to this one is the enculturation process. Enculturation is
a process by which one acquires a culture of his or her environment (Sampa, 2008). Since culture is a
meaning-making system, there are five elements included in the meaning production: symbols,
language, values, norms, ideal-real, or worldview-ethos. To be enculturated means that one can
understand the cultural symbols, the language, the values, the norms, and is capable of negotiating the
thin line of meanings called ideal-real or worldview-ethos.
The last element has to do with subtle ambiguity in what people consider should be (worldview)
versus what is (ethos) (e.g., man is head of the house, but there are many instances in which women
are). We often assume that we are born with culture or inherit it, but actually, we learn it. We acquire it
over time or upbringing, observing, participating, and activity limitation and simulation of our social,
environmental reality. Another concept closely associated with enculturation is acculturation, which is
the acquisition of a second culture (Sampa, 2008). Nowadays, most people are multicultural, operating
in two or more cultural mediums. The moment that one encounters a new culture and begin to make
sense of it or actively learn it, he/she is undergoing the acculturation process.
159
The skills learned in applied social sciences can enrich and facilitate both socialization and
enculturation. Empathy and good listening and speaking skills are very effective tools in the
socialization process.
Activity 4.1: Functions of Applied Social Sciences

Directions: Read the statements and discuss them.
1. Explain how art and entertainment as a social science help in forming and developing society.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
2. Explain how news and information as a social science help in forming and developing society.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3. Explain how organizing advocacy can benefit society.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
4. Explain how education as a social science shapes society.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
5. Explain the concept of socialization and enculturation.
160
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
ASSESSMENT 4.1
Directions: Review and analyze UNESCO’s four pillars of education. Describe how each pillar can be
manifested in the life of a citizen.
Pillar 1: ___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Pillar 2: ___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Pillar 3: ___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Pillar 4___________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Assessment 4.1b
1. Describe how socialization and enculturation happen in the society. Cite a particular situation.
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
ENRICHMENT 4.1
Directions: Identify at least two (2) situations in the society that would require the performance of the
different functions of applied social sciences. Determine the situation and describe the corresponding
function needed. Support your answer.
Situation 1:
_________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
162
__________________________________________________________________________________
__________________________________________________________________________________
Situation 2:
_________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________
LESSON 2: The Effects of the Applied Social Sciences Processes
163
a. Analyze the effects of social sciences processes on the individual, groups, and society;
b. Evaluate the effects of certain program or projects on knowledge, attitude, and behavior
of individuals, groups, and society; and
c. Synthesize the learning from the course and its applications to the learner.
Introduction
Applied social sciences come with a range of practitioner skills in areas such as
advocacy, counseling, and case management and the knowledge and experience to be able to work
with individuals, groups, and communities to improve their well-being and social functioning.
Professionals here are eligible to apply roles such as alcohol and drug worker, contact supervisor, and
rehabilitation officer, among others. They can also fit well in all other sectors requiring the application of
psychological knowledge, including the human resource offices, personnel, market research,
community services, health, and social welfare.
Social Awareness, Self-awareness and self-knowledge
Social Awareness, Self-awareness, and self-knowledge are essential for quality

participation and functioning in society, for they incorporate one’s appreciation of both the inner-ecology
and social ecology. We become aware of whom we are as individuals because of the presence of
others with whom we share our existence. When we come to recognize that there are other people and
that they are essentially distinct and different from us, that is the start of our social awareness that
simultaneously leads us to become conscious and aware of ourselves as beings or persons.
Attitude and Value Change
Tensions emanating from technological, social, and economic change bring about attitude
and value change. With all changes happening, especially in the climate change context, social and
cultural values that may not be in support of survival need to give way to those that are life nurturing.
There is a need to have attitudinal and value transformation on negative inclination like the “bahala na”
attitude: these cannot lead to individual, group, or community sustainability. Our attitudes and values
must change with time, to allow our new abilities to survive to emerge. Our lifestyles are so good as
they are sustainable and supported by our life means.
164
Behavioral Change
Behavioral is acquired to develop slowly, and once it’s part of your life, you will learn the
difficulty of behavioral change. It is hard to break old habits or adopt new ones. Making a permanent
change in behavior is never a simple process, and it requires a substantial commitment of time, effort,
and emotion. Sometimes, one has to make several tries before succeeding. Achieving behavioral
change demands multiple solutions and even several different techniques. Often, in the process of
trying to change, many people become less motivated, discouraged, and give up on their behaviors.
Synthesis of the Effects of Applied Social Sciences
Social sciences, in their broadness, provide a vast theoretical resource to explain much of
the social phenomena that affect individuals, families, groups, and communities. Applied social
sciences raise social science to a practical science to address personal, family, and community
problems by helping individuals to develop their capacity to fit well in the environment to become a
better individual to flourish. Guidance and counseling, social work, and communication and journalism
provide the mechanism, tools, methods, and processes to bridges the individual and his/her
community. Applied social sciences are rooted in the principles of human rights, social justice, and
inclusion as well as empowering individuals, groups and communities to develop their full potential and
well-being.
Activity 4.2a
Directions: Supply the following items with the information they require on the space provided.
1. Cite a prominent social scientist or any social media influencer (local or international artist).
__________________________________________________________________________________
____________________________________________________________________
2. Describe his/her professional practice and one specific program or contribution he/she imparted to
society
165
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
______________________________________
3. Evaluate how his or her contribution made an effect to the different sectors of society especially on
individuals, group and the community as a whole.
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
_________________________________________________________________________________.
Assessment 4.2
Directions:
1. Think of concrete practice in society through a certain program or project.
2. Analyze the effects it has created on individuals, groups, and communities.
3. Note how knowledge, knowledge, attitude, and behavior change through social science intervention.
Applied Social Science in Practice:
166
Effect on Individual
Effect on Groups
Effects on Community
Enrichment 4.2
Directions:
1. Create a portfolio of the highlights of your learning as a synthesis of your course on the disciplines.
2. Your portfolio must consist of a reflection paper for each of the modules of the course.
3. Lastly, put inside the plastic folder for final submission.
167

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Discipline and Ideas in the Applied Social Sciences

o Lesson 1 The Discipline of Counseling ……………………………….. 5

o Lesson 1 The Discipline of Social Work ………………………………. 57

MODULE 3 Communication 105

o Lesson 1 The Discipline of Communication …………………………… 107

MODULE 4 Importance of Social Sciences 149

o Lesson 1 Functions of Applied Social Sciences ………………………. 151

Introduces you to counseling as an academic discipline by defining and describing it as a

Lesson 1: Discipline of Counseling

Lesson 2: Professionals and Practitioners in Counseling

Lesson 3: Clientele and Audiences in Counseling

Lesson 4: Settings, Processes, Methods, and Tools in Counseling

Module Learning Outcomes:

1. The learners demonstrate an understanding of;

LESSON 1: The Discipline of Counseling

1. Identify the goals and scope of counseling;

The Art of Counseling

THE GOALS OF COUNSELING

SCOPE: NATURE OF COUNSELING

1. Academic difficulties – These include the students’ difficulties in accomplishing various

PRINCIPLES OF EFFECTIVE COUNSELING

THE CORE VALUES OF COUNSELING

Activity 1.1 a: Picture Analysis

No Answer Needs Improvement Adequate Quality Exemplary

1. Each person is, in essence, naturally pure in good.

LESSON 2: Professionals and Practitioners in Counseling

1. Show understanding of the roles and functions of counselors;

Roles and Functions of the Professional Counselor

2. Developmental classroom guidance specialists. Professional counselors also prepare

3. Leaders and advocates of academic success. Professional school counselors have an

8. School and community collaboration specialists. To ensure student’s holistic development

Competencies of a Transformative Counselor

Basic Attending Skills

Basic Responding Skills

The following skills allow effective communication with the counselee:

A TRANSFORMATIVE COUNSELOR MUST POSSESS SPECIFIC COMPETENCIES TO HELP HIS

Mental Health or Clinical Counseling

Marriage and Family Counseling

Career Opportunities for Professional Counselors

Elementary and High School Counselors

Teaching in the Academe

Marriage and Family Counselors

Substance Abuse Counselors

Professional Ethical Principles in Guidance and Counseling

EVERY COUNSELOR MUST BE ADEPT IN THE ETHICAL PRINCIPLES OF THE PROFESSION

Relationship with Clients

Valuing Rights of Individuals, Professional Responsibilities, and Accountabilities of Counselors

2. Respecting the client’s rights as a self-governing individual. Counselors feel responsible

3. Being committed to the client’s well-being. Professional counselors demonstrate dedication

1. What is the most difficult problem that you have encountered?

2. To whom do you ask for help in solving your problem?

3. How did you solve the problem?

5. What is your realization in relation to question number four?

LESSON 3: Clientele and Audience in Counseling

1. Describe the clientele and audience of counseling.

Clientele and Audiences in Counseling

COUNSELING IS A HELPING PROFESSION THAT CATERS TO THE NEEDS OF INDIVIDUALS OR

PEOPLE WHO UNDERGO COUNSELING GET TO KNOW THEMSELVES BETTER, REALIZE

Activity 1.3a: I Am a Problem Solver!

Step 1: What is bothering you?

Step 2: How do you feel about it?

Step 3: What will you do or tell yourself to keep calm?